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PubMed2001

Psychological assessment on internship: a survey of training directors and their expectations for students.

We used a survey of internship training directors to examine the nature of assessment use and assessment skills training at 382 internship settings in professional psychology across the United States and Canada. For the purposes of this study, we created a questionnaire that inquired about the types of assessment instruments used at each internship setting, the amount and type of training offered at internship sites, and the type of assessment experience desired of interns before beginning their rotations. The results revealed several differences across type of internship facility surveyed as well as several trends in the current use of assessment in applied settings. The findings further demonstrate the important role of projective assessment in the training of graduate students and lead to the conclusion that major discrepancies may exist between what is being taught in graduate school and what students are expected to know on entering their internship positions.

Canada↗

PubMed2003

Dietetic internship forum--an opportunity to inform.

Each year in Atlantic Canada, a dietetic internship forum is held to inform potential dietetic interns of internship opportunities. This paper provides information to those planning similar events, and seeks to enhance knowledge of students' information-seeking strategies in the internship selection process. The objectives of this study were to 1. profile students who attended the 2000 forum, 2. determine their intentions, 3. determine how--and if--the forum influenced internship selection, and 4. determine overall satisfaction with the forum. A 23-item questionnaire was used to collect data from 52 forum participants (100% completion rate). Results indicated overall satisfaction with the forum. Prospective interns seek, use, and value information about potential training choices, particularly when that information concerns programs outside the Atlantic region. Participants indicated that the forum helped confirm or alter pre-forum perceptions of their first and second internship choices. The results suggest that alternative types of presentations, which would include out-of-region internship opportunities, should be explored to meet students' needs for information better.

Canada↗

PubMed1991

Selection criteria for approved preprofessional practice programs: are they different from those for dietetic internships?

Using a mailed questionnaire, we surveyed the directors of 41 approved preprofessional practice programs (AP4) listed in the Directory of Dietetic Programs 1990 and nine programs approved by The American Dietetic Association's Council on Education in December 1989 to determine the relative importance of admission criteria used to select students for AP4s. We compared the results of this study with those of an earlier survey of dietetic internship directors. The AP4 and dietetic internship directors gave significantly different importance ratings to elective courses in professional sciences and courses in the biological/physical sciences. Unlike dietetic internship directors, AP4 directors rated Graduate Record Examination (GRE) score highest (1.4 +/- 1.7 on a 10-point scale). AP4 directors' rating of grade point average (1.8 +/- 1.3) and professional courses (1.9 +/- 1.2) was similar to the internship directors' rating of these criteria (1.7 +/- 0.9 and 1.7 +/- 1.0, respectively). Results indicate that AP4 and internship directors seek similar qualities in students, but that GRE score is more important to AP4 directors. The AP4 directors' emphasis on GRE score may be explained, in part, by the fact that 76% (38 of 50) of these programs are affiliated with a university program, and of those 38 programs, 29 (88%) require graduate credit as a component of the AP4. These data are important to Plan IV/V faculty advisers because students may have misconceptions about differences in AP4 and internship selection criteria.

Dietetics↗

PubMed1987

Perceptions of competency attainment in community dietetics: academic Plan IV vs. dietetic internship.

A national survey of Plan IV representatives, internship directors, and dietetic interns was conducted to determine the perceived level of competence in community dietetics upon completion of academic coursework. Interns also rated their perceived competence in community dietetics near the end of internships. All major and specific responsibilities from the ADA Role Delineation and Verification for Entry-Level Positions in Community Dietetics were included in the survey questionnaire. Completed questionnaires were received from 447 dietetic interns (60%), 47 internship directors (57%), and 59 Plan IV representatives (39%). Highly significant differences were found among the three groups, with Plan IV representatives' expectations highest and students' lowest. Work experience prior to internship affected mean ratings on selected responsibilities. Unlike the results of the previous studies in clinical dietetics and foodservice systems management, the ratings in community dietetics did not reach their highest until the last month of the internship. Findings from all three areas of dietetic practice suggest that students' perceived competence is considerably lower upon completion of Plan IV than after completion of an internship, indicating need for defined work experience. Different teaching techniques, i.e., lecture vs. hands-on, could be related to different ratings of perceived competence within and between practice areas.

Competency-Based Education↗

PubMed1986

Perception of competency attainment in foodservice management: academic Plan IV vs. dietetic internship.

A national survey of 487 dietetic interns (61%), 63 internship directors (76%), and 68 Plan IV representatives (45%) utilized ADA entry-level role responsibilities in foodservice systems management. Student respondents rated perceived competence at the start and near completion of the internship. Program directors rated expected competence at the start of the internship. The three groups differed significantly on mean responses, with interns' ratings lowest and Plan IV representatives' ratings highest. Interns' mean ratings suggested that work experience just prior to starting an internship increased competence somewhat, regardless of type of work. Work during college was not included in the analysis. Interns' mean ratings also suggested that competence peaked some weeks before internship completion. Level of competence averaged about 6 on a scale of 0 to 7 at that time. Starting competence averaged about 2.5 to 3, indicating that Plan IV contribution is substantial but internship experience is essential for entry-level performance. Foodservice systems management competence levels compare very favorably with those previously reported for clinical dietetics.

Dietetics↗

PubMed1998

Learning, satisfaction, and mistreatment during medical internship: a national survey of working conditions.

CONTEXT: Concerns about the working and learning environment of residency training continue to surface. Previous surveys of residents have focused on work hours and income, but have shed little light on how residents view their training experience. OBJECTIVE: To provide a description of the internship year as seen by a large cross section of second-year residents. DESIGN: Mail survey conducted in 1991. SETTING: Residency programs in the United States. PARTICIPANTS: Random 10% sample (N=1773) of all second-year residents listed in the American Medical Association's medical research and information database. MAIN OUTCOME MEASURES: What and who contributes most to residents' learning during internships, degree of satisfaction with the internship experience, on-call and sleep schedules, incidents of perceived mistreatment or abuse, observations of unethical behavior, and experiences of harassment or discrimination. RESULTS: A total of 1277 surveys (72%) of 1773 mailed were returned. Overall, respondents reported a moderate level of satisfaction with their first year of residency. On a scale of 0 to 3, residents rated other residents as contributing most (score of 2.3) to their learning, with special patients ranked second (2.1). During a typical work week, residents reported that they spent an average of 56.9 hours on call in the hospital. A total of 1185 (93%) residents reported experiencing at least 1 incident of perceived mistreatment, with 53% reporting being belittled or humiliated by more senior residents. Among women residents, 63% reported having experienced at least 1 episode of sexual harassment or discrimination. A total of 45% of residents reported having observed another individual falsifying medical records, and 70% saw a colleague working in an impaired condition, most often lack of sleep. Regression analyses suggest that satisfaction with the residency experience was associated with the presence of factors that enhanced learning, and fewer experiences of perceived mistreatment. CONCLUSIONS: Residents report significant problems during their internship experience. Satisfaction with internship is enhanced by positive learning experiences and lack of mistreatment.

Attitude of Health Personnel↗

PubMed1985

Biofeedback training: offerings, plans, and some attitudes in graduate schools and internships.

Graduate schools and APA-approved internships in North America were surveyed to determine the type and extent of biofeedback training, additional biofeedback training planned, requirements considered to be a minimum necessary before beginning clinical practice of biofeedback, when biofeedback is considered an appropriate application, and whether biofeedback is considered a "passing fad" in clinical practice. Questionnaires were returned by 56% of the graduate schools and 54% of the internships, and revealed training in 58% and 67% respectively. Training in biofeedback procedures appears to be growing, and most graduate schools and internships think that biofeedback is not a passing fad in clinical practice. Training emphases vary considerably across graduate schools and internships, with some schools and internships excluding theory and/or practice and/or research from their instruction. The results are discussed in relation to the question of determining which procedures to include in future instruction.

Attitude↗

PubMed1988

The doctor-patient relationship during medical internship: the evolution of dissatisfaction.

We prospectively examined perceptions of the doctor-patient relationship among interns in two different internal medicine training programs five times during the internship year. All 59 interns in the University of California, Irvine-Long Beach and the Oregon Health Sciences University Medical Programs participated in the study during the 1982-83 internship year. We serially administered a questionnaire that contained four major items: (1) a choice of one of six empirically developed role paradigms of the doctor-patient relationship; (2) a checklist of positive and negative aspects of internship; (3) a measure of level of satisfaction with the decision to become a physician; and (4) a rating list of mood descriptors. The six role paradigms portrayed a variety of positive and negative aspects of the doctor-patient relationship. At the beginning of the year, the interns were quite positive about the doctor-patient relationship and preferentially endorsed collegial models. As the year progressed, they endorsed significantly fewer positive and more negative models (P less than 0.001). Most respondents endorsed two models, one positive: "expert resource (doctor)--active cooperative participant (patient)" and one negative: "clerk, paperwork processor (doctor)--subscriber, seeker of eligibility (patient)." By the end of the year approximately half of the interns endorsed a positive and half a negative model. Interns selecting a negative model of the doctor-patient relationship identified more negative and fewer positive aspects of internship than those selecting a positive model. Specifically, they significantly more often (P less than 0.001) identified too much paper work and coping with difficult patients as negative aspects of internship.(ABSTRACT TRUNCATED AT 250 WORDS)

Adult↗

PubMed1996

Benefits of training dietetics students in preprofessional practice programs: a comparison with dietetic internships.

OBJECTIVE: To conduct a nationwide study on the opinions of dietitian preceptors regarding the intangible benefits to hospitals and medical centers of training dietetics students in approved preprofessional practice programs (AP4s) and to compare the findings with a similar survey of dietetic internships. DESIGN: A questionnaire was adapted from a 1990 study of preceptors in dietetic internships to investigate the benefits of training dietetics students in AP4s. SAMPLE: Program directors and dietitians who supervise and teach students in the 117 preprofessional programs approved by The American Dietetic Association were sent pretested questionnaires. Responses to the survey were received from 312 dietitians who supervise students in 74 practice programs. STATISTICAL ANALYSIS: Descriptive statistics were used to calculate frequency of response. t Tests were used to compare mean differences between the opinions of preceptors in AP4s and internships. Analysis of variance and Scheffe post-hoc test were used to determine the demographic characteristics related to the dietitians' opinions of benefits. RESULTS: Strongest agreement (agree to strongly agree) was found for three items: sense of satisfaction from seeing students develop as professionals (4.34); belief that teaching students makes the job more interesting (4.17); and real sense of achievement in working with students (4.05). Significant differences were found between the groups on six items and, in all but one instance, the internship preceptors were more in agreement with the statements on intangible benefits than the AP4 preceptors. APPLICATIONS/CONCLUSIONS: The preceptors generally agreed that intangible benefits exist for departments that are AP4 sites and the professionals that work in them. As programs develop from AP4s into accredited internships, examination of intangible and monetary benefits may affect the continuation of dietetics training programs.

Cost-Benefit Analysis↗

PubMed2002

A macro perspective of non-clinical student internship programs.

Internships are advantageous to both health care organizations and students. Intern employers benefit in many ways such as completing meaningful backlogged projects, savings on benefits, using internships as a recruiting tool, and becoming a partner in the educational process. There are drawbacks to internships such as increased managerial time to supervise interns and monitor projects, contingent workforce issues with which to deal, and assignment of routine tasks only. Indicators for administration of meaningful internship programs as well as evaluation concerns are discussed. This article addresses college and university internships excluding applied health care clinical rotations.

Health Facility Administration↗

PubMed2000

Internship training in marriage and family therapy: a survey of doctoral program objectives and implementation.

This article presents the results of a survey that examined the implementation of the Commission on Accreditation for Marriage and Family Therapy Education (COAMFTE) internship requirement by accredited doctoral Marriage and Family Therapy (MFT) programs. Representatives from each of 10 doctoral MFT programs provided responses to questions regarding program objectives for internship training. Respondents also provided subjective impressions regarding the effectiveness with which established internship goals are accomplished, associated benefits and difficulties, and adequacy of the standards. Results suggest that although most programs perceive the internship requirement as beneficial, many express concern regarding the effects of the internship requirement on other aspects of training and in relationship to the overall goals for doctoral MFT education. Conclusions and recommendations are offered based on the mixed findings.

Curriculum↗

PubMed1990

[Effect of internship on the Israeli medical graduate].

We interviewed medical school graduates, both prior to and on completion of their year of internship, to assess what impact it had had on their choice of career and to judge whether or not their expectations for their internship had been fulfilled. 25% of the graduates had been unsure of their residency plans before starting internship, while only 13.7% were unsure at the end. Surgery proved to be the most popular field, with 30% choosing it before the internship and 34% at the end. Initially, 72% of the graduates wanted to go abroad to specialize, but only 42% at the end of the year, and only 20% actively explored the option. The internship is an important aid for clarifying professional goals and bridging the gap between the medical graduate's expectations and the realities of medical practice.

Career Choice↗

PubMed1982

Student selection in dietetic internship programs.

Recent events mandate that internship faculties review their selection criteria and processes carefully. These events include legal decisions and the implementation of federal regulations, as well as the dietetic traineeship "phase-out" and ADA's decision to rescind application restrictions. This study profiles the 1978 selection criteria and processes used by 47 of the 68 accredited dietetic internship programs. The most common criteria included (in decreasing order of importance): academic records, letters of recommendation, applicant essays, and demographic/biographic data. Standardized tests and applicant interviews were used infrequently. The reliability and validity of certain selection criteria, e.g., letters of recommendation, are questioned. Recommendation for increasing the predictive quality of the letters and other selection tools are included. Criteria of questionable legality should be reviewed and clarified or eliminated from selection processes. Finally, internship directors are encouraged to evaluate their selection processes to assure objectivity and sensitivity. The authors found that the selection criteria used by internship programs corresponded to those used by most academic and allied health professions to predict success in the programs. Although intended for internship faculties, the recommendations may be useful to coordinated undergraduate dietetics programs as they define their selection criteria.

Dietetics↗

PubMed1988

A neurosciences internship and graduate nurse role conception.

Registered nurse (RN) turnover is a severe problem many hospitals face in today's health care climate. A study was conducted of a graduate nurse (GN) neurosciences internship established in a large metropolitan teaching hospital located in southwestern Tennessee to determine the internship's effect upon role conception of GNs. Thirty-two GNs enrolled in the internship comprised the experimental group, and 22 GNs in traditional orientation were the control group. Data collection instruments consisted of Corwin's Role Conception tool and a demographic questionnaire designed to examine variables that could influence professional role conception. Both instruments were completed at the beginning of employment, and Corwin's Role Conception repeated after completion of the first six months of practice. At this time audiotaped interviews were conducted by a nurse counselor to collect qualitative data from ten randomly selected informants from each group. Results revealed no significant differences in the two groups regarding changes in role conception as measured by Corwin's instrument. Audiotaped interviews brought to light many concerns of new GNs with regard to inadequate staffing, the charge nurse role, coping with the stress of the professional nurse role and new attitudes toward the field of the neurosciences. Implications for nurse administrators include the need to: be aware of the stresses to which new GNs are exposed; examine traditional practices such as the charge nurse role and staffing patterns; determine whether nursing internships, such as the neurosciences internship can improve the attitudes of GNs toward their specialty.

Adult↗

PubMed2003

A preceptor focus group approach to evaluation of a dietetic internship.

Geographical dispersion of preceptors within dietetic internship programs creates educational challenges. Iowa State University's dietetic internship utilizes preceptors from more than 90 facilities statewide. Three preceptor focus groups were conducted to identify strengths and areas needing improvement in the internship, including preceptor and intern needs and expectations. Of the more than 90 preceptors representing medical nutrition therapy, foodservice management, and community nutrition, 36 were contacted and 18 preceptors participated, resulting in 5 to 7 participants per focus group. Emerging themes included effective feedback; preceptor networking; and communication between internship program/faculty, interns, and preceptors. Geographic isolation and minimal use of Internet-based resources may contribute to these themes. Whereas the majority of preceptors had access to the Internet, only 7 (38%) had accessed the Internet-based resources provided by the program. Preceptor suggestions can provide new perspectives for enhancing the learning environment. Regional workshops and e-mail list-serves can help facilitate communication and networking among preceptors.

Communication↗

PubMed2003

Does the osteopathic internship have a future?

Since 1984, a new set of realities has generated pressures that are transforming osteopathic graduate medical education (OGME) and forcing it to adapt to changing circumstances. Policy decisions were made that addressed these circumstances, and the impact of these choices moved OGME in new directions. Many of the changes were perceived as positive, but inherent weaknesses were exposed as well. While the appearance and structure of OGME have been significantly altered, nowhere are the changes more apparent than in the traditional osteopathic internship. Compared with 1990, today's osteopathic internship is markedly different in terms of its curriculum, its identity, and its place within residencies approved by the Accreditation Council for Graduate Medical Education. As a direct consequence of decisions made to expand internship opportunities, the traditional osteopathic internship appears destined to vanish as a distinct educational experience.

Education, Medical↗

PubMed1981

Notes on a medical internship.

Though much is currently written about the fate of the medical internship, only one previous study detailing the specifics of the internship experience has been recorded in the literature. The present report summarizes a straight medical internship in a university training program. There were 329 admissions in 123 admitting days. A large variety of medical problems were encountered and a high percentage of patients were acutely ill. Heart disease and cancer accounted for 40% of all admissions and nearly half of all deaths. The most frequently performed procedure was lumbar puncture. It is hoped that this report will stimulate objective record-keeping by others, so that future discussions about the medical internship will be based on fact and not impression.

Hospitals, Teaching↗

PubMed1999

A family therapy internship in a multidisciplinary healthcare setting: trainees' and supervisor's reflections.

Family therapy doctoral students from American Association for Marriage and Family Therapy-accredited programs are required to complete a full-time clinical internship. The literature provides little information about these internship experiences. Two doctoral-level marriage and family therapists summarize their professional and personal experiences in their internships located within a multidisciplinary healthcare setting. In addition, their supervisor reports on her experiences working with marriage and family therapy doctoral interns. We hope that this case report will stimulate all interns and their supervisors to provide feedback to their internship sites and graduate programs about their clinical training and the extent to which the programs prepared them for their marriage and family therapy careers in the larger health and mental health community.

Adult↗