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PubMed1978

The internship year: a negative view.

The decision to add a fourth year of training with emphasis on a primary care internship experience has created serious problems for most psychiatric residency training programs. The logistic problems involved in having a department of psychiatry develop an internship program are formidable. The experiences being provided are less than optimum. Conceivably, the logistic and quality uncertainties that now characterize some PGY-I programs may be a factor in discouraging medical graduates from entering psychiatry. The reasons for moving to an internship experience are also questionable. There are no data which suggest that the new training will produce better psychiatrists. Nor can the case for the internship be supported by past experience or an analysis of the educational needs of today's psychiatrist. Dr. John Romano comments on the author's presentation.

Internship and Residency↗

PubMed1999

Library residencies and internships as indicators of success: evidence from three programs.

This paper discusses post-master's degree internships in three very different organizations; the University of Illinois at Chicago, the National Library of Medicine, and the Library of Congress. It discusses the internships using several questions. Do the programs serve as a recruitment strategy? Do the programs develop key competencies needed by the participant or organization? Do the programs develop leaders and managers? Is acceptance into a program an indicator of future career success? A survey was mailed to 520 persons who had completed internships in one of the three programs. There was a 49.8% response rate. Responses to fifty-four questions were tabulated and analyzed for each program and for the total group. The results confirm the value of internships to the career of participants.

Adult↗

PubMedDate not supplied

The health promotion internship: a sponsor's perspective.

Health promotion internships are an essential link between the university classroom and the corporate or public service environment. A well structured internship experience will provide the future health promotion professional with an opportunity to transfer learned theory into practical application within a controlled and supervised environment. The success of the internship experience is contingent upon the mutual effort of the student, academic institution, and sponsoring organization working together to develop a model that will reflect the goals and objectives of each group with primary long-term benefit accruing to the future health promotion professional. The purpose of this article is to explore the components of a successful health promotion internship model developed from the perspective of a sponsoring organization.

Commerce↗

PubMed2002

[Physicians' clinical skills after finishing internship].

INTRODUCTION: The aim of this study was to evaluate Danish interns' clinical skills after their internship in order to identify areas where systematic training is needed. This study was a follow-up of a previous study on a group of interns at the beginning of their internship. MATERIAL AND METHODS: A questionnaire listing 88 practical skills was posted to a group of trainees before and after internship. The interns were asked to rate their level of mastery in each skill on a scale 0-10, where 0 = not mastery/not competent and 10 = mastery/competent. RESULTS: In all, 74 out of 100 trainees returned the questionnaire. In 60 of the skills the trainees reported a higher level of mastery after internship and in 28 procedures the level of skill did not improve. Ten of these are procedures used in emergency settings. DISCUSSION: The reliability of self-reported clinical skills can be discussed, but it is a major concern that skills particularly in emergency procedures do not improve. There is a need to define clear objectives, implement structured training programmes, and assess skills in order to accomplish a reliable and sufficient level of competency.

Clinical Competence↗

PubMed1992

[Professionalization without management? A study of the scientific content during the internship].

The basic medical education in Norway ends with one year as house physician or surgeon and six months as assistant to general practitioner. This internship is an important period in the course of education leading to a medical degree. According to a new national standard issued in 1989 all interns should have a personal supervisor and a formal curriculum covering this period. The present survey was carried out in order to evaluate the quality of learning during internship as experienced by the trainees. A questionnaire was sent to all 517 Norwegian interns as of December 1990. 93% replied. Ten of the interns were interviewed personally. 34% of the house officers had an appointed supervisor compared with 54% in primary care. Few of the interns had a formal curriculum. Many of them felt the need for constructive feedback on their professional performance, but few received it. They nevertheless claimed that it was easy both to raise questions and to obtain assistance in solving medical problems. One out of six interns had been severely depressed during the period of internship and related this to experiences at work. Women were generally more sensitive than men in this respect and were more critical of the interpersonal relationships experienced during this period. Despite the new standard, which sets realistic and necessary goals for this part of the medical education, learning during internship is still much a matter of chance. It is a major challenge to the medical profession to take the needs of young medical practitioners seriously.

Education, Medical, Undergraduate↗

PubMed1984

A brief history of the internship.

The internship is the focal point of the transition of medical student to physician. From its origins in hospital apprenticeships, this experience of professionalization and initiation into direct patient responsibility has followed an erratic path. Modern US internships began in the late 19th century, and evolution of many of their characteristics has been determined more by socioeconomic-political issues than by consideration of educational objectives. The recent move to incorporate internships into residency programs is currently being reconsidered because there is a new appreciation of the role that the internship experience can play in the professional maturation of the physician.

Accreditation↗

PubMed1984

Termination of a successful internship program.

The internship was discontinued in June 1983. With the availability of alternative resources, the general economic situation, and the decreases in vacancies, turnover rate, and internship applicants, it was decided it would be more cost-effective to terminate the internship program. The 20 staff nurse positions assigned to the internship program could be utilized to meet the need for increased numbers of positions on various units. In addition, more patient care hours would be available without the demand on the units to provide "extra" orientations. With the decreased turnover, there is a lessening of pressure to recruit more nurses. Recruitment of new graduates could be continued through scholarship programs that are funded from an outside source and other less costly alternatives. In order to avoid negating the professional development of both the new graduate and the experienced nurse, certain administrative changes could be instituted. Individualized counseling could be offered to the new nurse who is seeking first employment or who is unsure of the area of nursing she wishes to work. All new nurses could be assigned preceptors for the period of time needed to complete their designated individualized orientation plan. Emphasis could now be placed on retention of nurses and the development of an organizational ladder for advancement of qualified staff nurses. Hospital educational resources could be used to extend the preceptor program and to assist the staff in developing activities to improve care such as patient education and research related to direct care.+2

Career Mobility↗

PubMed1982

[Internship in medical studies].

This article reviews the origin of internship for medical school graduates since the beginning of the last century in France and later in English-speaking countries. In Latin America, though clinical instruction in hospitals was made a part of the last years of training as early as 1920 and 1930, not until the 1950s, did it become a requirement for graduation at most medical schools. The author examines internship in relation to different curricula and describes its use based on the model adopted by the Medical School of Austral University in Chile, where it is considered the time for practical application of the knowledge gained in preclinical and clinical training, and where the student finishes acquiring skills and forms the clinical judgment needed to practice medicine later on. Mentioned as specific aims of internship in connection with clinical instruction are general medicine, the diagnosis and management of the prevailing pathology, the development of basic techniques for clinical examination, laboratory testing, and therapeutic prescription, and the ability to deal with clinical emergencies. Lastly, there is a discussion of a series of procedures used to evaluate performance during the internship stage.

Attitude of Health Personnel↗

PubMed1994

Specialty-oriented internships.

The osteopathic medical rotating internship for many years represented the culmination of the making of an osteopathic physician. The rotating internship has been singularly responsible, in many instances, for our representation as the primary care profession. As recently as 12 years ago, the majority of DOs entered practice directly from the rotating internship. This 1-year exposure from classroom to practice was a trip through a required minimum of five clinical specialties with some typical exposure to radiology, pathology, and anesthesiology. The author proposes a specialty track program as part of a restructured internship.

Career Choice↗

PubMed1983

Characteristics of the internship programs for students in medical illustration and biomedical communications.

A survey questionnaire was developed to request general information about each program as well as specific information on internship objectives, what interns do, internship sites, benefits, problems, preceptors, evaluation, coordinators, contracts, and support services. Questionnaires were sent to the directors of 17 programs, and to the chairman of the internship committee of the Association of Medical illustrators, all of whom responded. The 15 useable responses from program directors were divided according to type of program, compiled and analyzed separately. Respondents agreed that an internship is a valuable experience for medical illustration and biomedical communications students.

Audiovisual Aids↗

PubMed1999

Objectives for an internship internal medicine: from the Dutch Blueprint (Raamplan 1994) to implementation into a practical logbook.

BACKGROUND: The Dutch Blueprint 1994 (Raamplan 1994) describes the objectives of undergraduate medical education. The Blueprint, developed in order to improve medical education in the Netherlands, is accepted by all Dutch medical schools and has been legislated. AIM: Translation of global objectives of the Blueprint into specific requirements of a Logbook (guideline and evaluation tool) for the internship Internal Medicine. DESCRIPTION: The Blueprint as such is impracticable as a guideline during the Internal Medicine internship. The content covers the objectives for the entire field of medicine, and the volume dedicated to Internal Medicine is too large to fit in with a twelve week internship. The practicability of the Blueprint leaves much to be desired because it is complex, and not easily accessible. So, the Blueprint was adapted on three points: (1) selecting those objectives out of the whole content, which are specifically relevant to Internal Medicine; (2) decreasing the volume Internal Medicine by clustering and defining the requirements; (3) making the Logbook usable as a guideline and evaluation instrument. CONCLUSION: The Logbook is a good starting-point to evaluate whether students meet the objectives of the Blueprint related to the discipline Internal Medicine.

Education, Medical, Graduate↗

PubMed1989

Pediatric psychology training: an analysis of graduate, internship, and postdoctoral programs.

The field of pediatric psychology is in the early stages of formulating its own identity relative to other areas, such as clinical child and health psychology. This paper complements other recent efforts to delineate training practices and guidelines. Questionnaires regarding doctoral, internship, and postdoctoral training experiences were obtained from 89% of the membership of the Society of Pediatric Psychology. From this information, rankings of the most commonly attended programs at each training level were derived. Some overlap was apparent between doctoral programs that were conducive to training in pediatric and clinical child psychology; however, differences between programs in these areas also were noted. The most commonly attended internship and postdoctoral settings were those in major medical centers or children's hospitals. Suggestions for investigating the current status of predoctoral, internship, and postdoctoral programs that may be facilitative of training in pediatric psychology are discussed.

Adult↗

PubMed1975

Analysis of a medical internship.

Considerable discussion concerning the fate of the internship within the postgraduate period of physicians' training has taken place. Some specialty boards have eliminated the requirement of a free-standing internship. However, no replicable study findings defining exactly what an intern does have been reported in the literature. By analyzing the patient experiences that a straight medical intern encountered, the authors of this paper illustrate what many persons have previously said: the traditional internship is unrealistic with respect to the practice of medicine. The intern described here assumed care for acutely ill persons to the exclusion of all other responsibilities. The importance of objective and reproducible record-keeping is emphasized for both established and newly created programs in the primary care specialties.

Adolescent↗

PubMedDate not supplied

Clinical engineering internships: a regional hospital-based approach.

Clinical engineering has been defined as that branch of applied science that is concerned with solving problems associated with the clinical aspects of health care delivery and patient care using principles, methods and approaches drawn from engineering science and technology. To prepare individuals for this type of activity requires that they be exposed to the clinical environment during their academic programs. Such an experience permits the student to observe not only the operation of specific medical instruments, but also the environment in which they are used and the people who use them. The nature of this clinical experience may vary in terms of its duration and specificity, but it must occur. Consequently, all clinical engineering programs must contain, as an integral part of their activity, a significant internship experience. This article presents the activities of a regional, hospital-based clinical engineering internship program that has been in operation during the past decade, and highlights the major arguments for the internship approach.

Biomedical Engineering↗

PubMedDate not supplied

The BMET (biomedical engineering technician) Internship Program at University Hospital Stony Brook, New York.

Biomedical engineering internships can influence the growth and technical competence of biomedical engineering technicians. Internships allow the biomedical engineering department that coordinates the internship program to grow and expand services and create trained, competent technicians. These new technicians become an employment resource for the coordinating biomedical engineering department and other BME departments.

Biomedical Engineering↗

PubMedDate not supplied

Internships in cardiopulmonary rehabilitation. Think win-win.

From a student's perspective, completing an internship program is the final, and maybe the most important step in his or her academic career. He or she finally gets a chance to put theory into practice and to see if he or she truly enjoys his or her chosen field. Through hard work and dedication, the efforts should provide her/himself with the practical skills and experiences necessary to propel her/himself into the work force. For the program, having interns can be viewed as just having an "extra hand," but with the proper commitment it can be much more rewarding. It is a unique opportunity to get a fresh new perspective on your own program, and a chance to mold students into eager young professionals. The internship experience truly is a "Win-Win" situation. Through the efforts of combined education--the internship site and the cardiopulmonary rehabilitation program working together--they can ensure that tomorrow's practitioners will be of the highest quality.

Allied Health Personnel↗

PubMed1975

Attitudes of psychiatric residents toward the necessity of internship.

The authors note that the elimination of the internship requirement for board certification has engendered much discussion and has called attention to the need for further study of training in psychiatry. To help clarify the issue, they investigated demographic and career choice factors, individual internship decisions, and perceptions and feelings about these decisions in 57 psychiatric residents. The results indicate that the career plans of students have a strong influence on their training choices--those who are oriented toward inpatient psychiatry and psychosomatic medicine view the internship as more relevant than those who plan to concentrate in other areas. The authors suggest further research on the relation between career choice and training preferences.

Adult↗

PubMed1980

The internship: some disquieting findings.

A natural experiment in psychiatric education took place nationally between 1970 and 1976, when one group of residents entered psychiatry with an internship, and the other without one. In this study 22 psychiatry residents with an internship and 25 without one were compared during their first two years of training. Initial faculty evaluations of the two groups' responsibility, insight, teachability, and knowledge were virtually identical, as were those of their overall performance in inpatient, consultation, and emergency psychiatry. However, ratings of outpatient psychotherapy showed several significant and differences favoring the noninternship group. The authors find these results disquieting. They suggest that interferences with empathy may be an untoward side effect of the internship.

Adult↗