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At least 19 recordsLinked to original sources
PubMed1978

A three-year follow-up study of the elimination of the internship. A comparative study of internship- and noninternship-trained residents in a psychiatric outpatient setting.

The American Board of Psychiatry and Neurology eliminated the internship as a requirement for certification in psychiatry in 1970. Preliminary study on a psychiatric inpatient service of internship-trained first-year residents with that of a matched group of residents who entered the same program without the internship disclosed differences in patient care practices. The same group of residents in their subsequent years of training in a psychiatric outpatient service were compared. A chart review comparison disclosed differences in areas of management in psychiatric outpatient treatment, referral patterns, and use of medication. Supervisory ratings of the residents were found to differ substantially in nine of the 15 measured categories.

Attitude of Health Personnel↗
PubMed2006

Duty and liability surrounding clinical internships: What every internship coordinator should know.

Practical work experience has become a common component of many academic programs. However, there are risks involved when students engage in required academic internships, particularly if these experiences are conducted off-campus. In the academic setting, particularly on the campus property, the university has an established relationship with the student that carries implied contractual duties. The university's duty to the students, which is to provide them with educational opportunities and a safe environment, may be upheld even when the educational activity is occurring off-campus. Recent court rulings indicate that universities may be held liable for students' safety while these students are engaged in the fulfillment of education requirements off-campus. Recognizing that universities cannot control the behavior and choices of students, universities still have a duty to consistently enforce precautionary safety measures and forewarn students of any known risks. The delineation and fulfillment of the university's duty to provide a safe environment and educational opportunities can be addressed through contractual agreements, policies and procedures, and communication among the parties. This discussion should assist the internship coordinator in establishing policies and procedures that meet the required duties and minimize exposure to liability surrounding internships held off-campus.

Allied Health Occupations↗
PubMed1990

Selection criteria for dietetic internship admission: what do internship directors consider most important?

A mail survey of the 97 dietetic internship directors listed in the 1989 Directory of Dietetic Programs determined the relative importance of criteria stated on the Dietetic Internship Application Form developed by The American Dietetic Association. A response rate of 91% was achieved. Results indicate that grade point average, success in professional and physiological/biological science courses, and former employment were the most important criteria to a majority of respondents. Extensive write-in comments indicated that a grade of C or less in upper-level professional, basic sciences, and management/business courses reduced the competitive edge; in some cases, a C excluded the student from an appointment. The importance of the application packet, application letter, and their neatness and accuracy was also stressed. Directors desired letters of reference that provided insight about the student not readily available in the application information, e.g., flexibility and dependability. In summary, directors are looking for an overall academically strong student with good references and some work experience (either paid or volunteer) that seems to fit with a career choice in dietetics.

Attitude of Health Personnel↗
PubMed1984

Opinions on the role of the internship in psychiatric postgraduate education.

Presently in Canada the value of the straight internship in psychiatry and the need for a mandatory rotation in psychiatry during a rotating internship are sources of active debate between the licensing bodies and psychiatric programs and organizations. The importance of the internship as it pertains to the total psychiatric education process has been discussed in a number of research articles from the United States. The conclusions from these studies range from recommendations that rotating internships be discontinued because they may cause empathic blunting among trainees, to strong endorsements of its necessity. The present study examined residents' and residency directors' views of the types of internships in Canada. One hundred and ninety-nine residents and thirteen residency directors completed a questionnaire in 1980. The majority of residents (74.3%) and residency directors (77%) felt that the rotating-mixed internship should be a requirement prior to taking post-graduate training in psychiatry. Most also felt that this type of internship should contain a mandatory one to two months psychiatry rotation. Opinions on the value of the straight internship in psychiatry were mixed for both residents and residency directors. Statistical analyses were carried out comparing the opinions of residents having had a rotating internship versus those having had a straight internship: foreign medical graduates (FMG's) versus Canadian medical graduates (CMG's); and male versus female. As would be expected, the residents who had previously completed a straight internship favoured this type of internship and were more critical of the rotating type.(ABSTRACT TRUNCATED AT 250 WORDS)

Attitude of Health Personnel↗
PubMed2002

Variation of mood and empathy during internship.

CONTEXT: Internship is a time of great transition, during which mood disturbances are common. However, variations in mood and empathy levels throughout the internship year have not been investigated. OBJECTIVE: To examine mood patterns and changes in empathy among internal medicine residents over the course of the internship year. DESIGN: Cohort study of interns involving completion of survey instruments at 4 points: time 1 (June 2000; Profile of Mood States [POMS] and Interpersonal Reactivity Index [IRI]), times 2 and 3 (November 2000 and February 2001; POMS), and time 4 (June 2001; POMS and IRI). SETTING: Internal medicine residency program at a university-based medical center. PARTICIPANTS: Sixty-one interns. MAIN OUTCOME MEASURES: Baseline scores of mood states and empathy; trends in mood states and empathy over the internship year. RESULTS: Response rates for time 1 were 98%; for time 2, 72%; for time 3, 79%; and for time 4, 79%. Results of the POMS revealed that physicians starting their internship exhibit less tension, depression, anger, fatigue, and confusion and have more vigor than general adult and college student populations (P<.001 for all). Results of the IRI showed better baseline scores for perspective taking (P<.001) and empathic concern (P =.007) and lower scores for personal distress (P<.001) among interns compared with norms. Five months into internship, however, POMS scores revealed significant increases in the depression-dejection (P<.001), anger-hostility (P<.001), and fatigue-inertia (P<.001) scales, as well as an increase in IRI personal distress level (P<.001). These increases corresponded with decreases in the POMS vigor-activity scores (P<.001) and IRI empathic concern measures (P =.005). Changes persisted throughout the internship period. CONCLUSIONS: We found that, in this sample, enthusiasm at the beginning of internship soon gave way to depression, anger, and fatigue. Future research should be aimed at determining whether these changes persist beyond internship.

Adult↗
PubMed1999

Pre-internship Fears of Music Therapists.

This study examined pre-internship fears of music therapy majors. Additional analysis included comparison of pre-internship fears of music therapy majors with pre-internship fears of music education majors. Subjects for this study were music therapy/music education majors at a large southeastern university (N = 61; N = 32) who were surveyed during the year prior to their internship. Utilizing identical procedures, each subject was asked to list the 3 greatest fears that they had concerning their internship. Two independent evaluators then classified the perceived fears based on a taxonomic structure developed during the initial study on pre-internship fears of music education majors. Reliability for the classification of pre-internship music therapy fears was.97. Ranking reported fears revealed a hierarchy of pre-internship fears and provided comparisons between the two populations. Analysis of data indicated that the music therapy interns listed "general preparation/being prepared" as their primary fear followed by issues relating to "failure/not cut out for therapy." The next most frequently noted fears related to concerns about "internship placement" and concerns about the "physical environment" (money, moving, housing, etc.). Music therapy subject responses were also examined in relationship to the responses of music education subjects. Subject responses revealed a very low fear concerning "discipline" for the music therapy majors, yet this category was the highest listed by the music education seniors. "Failure/not being cut out for teaching/therapy" was expressed as a concern with the next highest frequency by the education majors and was rated quite high by the therapy majors. Fears about the "physical environment including money, moving, etc." were quite high for the music therapy majors, yet these fears received very low ratings by the music education students. In addition, fears related to the "supervising teacher/placement" and "students not learning/clients not responding" also registered somewhat differentiated responses with therapy majors evidencing more concern when compared to the music educators.

Journal Article↗
PubMed1986

Perceptions of competency attainment in clinical dietetics: academic Plan IV vs. dietetic internships.

A national survey of all Plan IV representatives and dietetic internship directors in programs with a general or clinical emphasis was conducted to determine the level of competence in clinical dietetics expected of Plan IV graduates. Dietetic interns were asked to rate themselves on competency attainment at the beginning and near the end of the internship. The ADA's Role Delineation Study for Entry-level Personnel in Clinical Dietetics was used as the basis for the survey questionnaire. Completed questionnaires were returned by 137 Plan IV representatives (54%), 71 dietetic internship directors (75%), and 530 dietetic interns (62%). Highly significant differences were found among the three groups. Plan IV representatives had higher expectations of students than internship directors. Interns consistently rated their competency levels for all responsibilities below those indicated by either group of directors. All three groups indicated that students were better prepared for client-focus responsibilities than for professional or organizational-level responsibilities. Interns' self-ratings suggested that similar amounts of learning occurred in each of the three areas during the internship. Nutrition-related work experience immediately prior to the internship influenced students' perceived competency level at the beginning of the internship, but differences between those students and the ones with other or no work experience were overcome as students neared the end of their internships. For most major responsibilities, the students' perceived levels of competence did not change after the first few months of the internship.

Analysis of Variance↗
PubMed1998

Internship ratings as a validity outcome measure for an evaluation system to identify inadequate clerkship performance.

PURPOSE: To determine whether a third-year clerkship evaluation system validly predicted students' later performance ratings during their internships. METHOD: Adequacy of students' clerkship performances and the need for remediation were determined during seven consecutive academic years at the Uniformed Services University of the Health Sciences F. Edward Hébert School of Medicine using a criterion-based process including formal evaluation sessions. Internship ratings of students who needed remediation (remediators) from 1986 to 1993 were compared with those of students who voluntarily chose fourth-year medicine (non-remediators). Using written questionnaires, internship directors rated the graduates on a five-point scale for fund of knowledge, attitude, and analytic ability, and also provided written comments. RESULTS: Responses to questionnaires were available for 75 of 97 remediators (78%) and 268 of 313 non-remediators (86%). The remediators were 12.9 times more likely to have low internship performance scores and 9.4 times more likely to receive unfavorable comments than were the non-remediators. However, the majority of the remediators (80%) received only favorable comments. The medicine clerkship grade was more sensitive than the non-medicine grade-point average in predicting problems during internship (75% vs 8%). CONCLUSION: The medicine clerkship evaluation process detected whether a student was likely to have problems during internship, and the internship ratings supported the predictive validity of the evaluation system. The majority of students who were successfully remediated had no identifiable problems during internship.

Clinical Clerkship↗
PubMed2003

[Self-reported level of skills in practical procedures following internship in general practice].

BACKGROUND: Previous reports have demonstrated variable and partly insufficient skills in standard practical procedures among young doctors who have served their internship. The present study examines the development of interns' self-reported level of skills in practical procedures during internship in general practice in relation to quantity and quality of supervision, gender and the size of the community they served in. MATERIAL AND METHODS: Between 1996 and 1999, all doctors going through internships in Norway were asked to indicate their level of skills in 88 practical clinical procedures before and after internship in general practice. Of 575 interns asked, 439 replied (76 %). RESULTS: All interns reported a significant overall improvement in self-reported practical skills during internship in general practice. Supervision and feedback was also significantly better in general practice than in internships in hospital. INTERPRETATION: The quality of the general practice internship in Norway is superior to the quality of hospital training. Supervision and feedback is a standard part of the education of general practitioners and represents a valuable tradition. A combination of internship in hospitals and in general practice is necessary for acquiring adequate skills in practical procedures.

Adult↗