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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↗
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↗
PubMed1990

Nutrition education and counseling: knowledge and skill levels expected by dietetic internship directors.

Development of nutrition education and counseling skills is important in the educational preparation of dietitians. A national survey of dietetic internship directors was conducted to determine competency levels expected of students at the start of an internship, internship training given, and further preparation students need in 32 knowledge/skills areas deemed essential for delivery of nutrition education and counseling services. Completed questionnaires were received from 66 of 102 (65%) internship directors surveyed. The majority of directors expected only basic preparation for group nutrition education and individual counseling knowledge/skills areas. Internship training in nutrition education competencies was "moderate" to "extensive," whereas preparation in nutrition counseling competencies was more likely to be "extensive." Directors perceived the internship to provide adequate preparation in all but the advanced practice skills, such as behavior modification and motivational strategies, for which further preparation was recommended. The majority of internship directors reported that more than 25% of the intern practice experience was in patient counseling, with less experience in group instruction. Implications for undergraduate dietetic education are discussed in relation to internship directors' expectations as well as to present and future trends in the dietetic profession.

Counseling↗
PubMed1985

Reintroducing the internship: reactions of three departments of psychiatry.

The reintroduction of the internship requirement has caused a number of changes in psychiatric education in the past decade. Many psychiatric educators and departments of psychiatry have been faced with the challenges of organizing internships and establishing an internship curriculum. This has been especially challenging because the psychiatrists involved have seldom had full postgraduate training in the fields being organized and have not previously administrated clinical services in those areas. The authors discuss the goals of the internship for future psychiatrists and the pros and cons of university versus community general hospital based internships for future psychiatrists, and find several potential advantages to the latter. Also discussed are their consistent observations of internship programs for future psychiatrists over the past decade in three geographically separate regions and in state and private institutions. They and most other faculty members in their respective departments believe that the reinstitution of the internship has had largely beneficial effects on future psychiatrists.

Hospitals, Community↗
PubMed1993

Relationships of interns' performances to their self-assessments of their preparedness for internship and to their academic performances in medical school.

This study addressed the questions of whether medical students' cumulative grade-point averages (GPAs) correlate with the performance assessments (overall and in specific areas of competency) that they receive as interns from their internship program directors, and whether the students' self-assessments of preparedness for internship correlate with their internship directors' overall assessments. A questionnaire to assess interns' competencies was developed and sent to the directors of the internship programs of the 283 1990 and 1991 graduates of the Medical College of Georgia School of Medicine who consented to participate in the study (82% of the graduates). Eighty percent of the program directors responded. A similar questionnaire was sent to all 342 of the 1990 and 1991 graduates; 38% provided self-assessments of their competencies and also stated their views on how well prepared they were for their internships. Considering the classes as a group, the mean ratings of the interns' overall competencies by the program directors ranged from 3.7 to 4.3 on a five-point Likert scale (1, unsatisfactory, to 5, outstanding), whereas the interns' ratings of how well they were prepared for their internships (that is, their sense of overall competency) were somewhat lower, ranging from 3.4 to 4.0. The correlations of GPAs with the specific areas of competencies ranged from .28 to .51. The correlation between the mean ratings of the program directors and the mean self-ratings of the interns was .58. The data support the conclusions that medical school academic performance relates significantly to performance in internship and that interns do not rate themselves as highly as their program directors do.

Achievement↗
PubMed2002

Internship placement data: is nonplacement the only concern?

Current discussion regarding securing internships often focuses on their availability. Thus, quantity is especially emphasized. However, quality is also an issue of importance. The number of intern applicants receiving slots at quality internship sites, as defined by the internship having been accredited by the American Psychological Association or having successfully been reviewed by the Association of Psychology and Postdoctoral Internship Centers, was assessed. Information regarding the number of unfunded internships also was gathered. Recommendations for increasing the availability of quality internships are provided.

Accreditation↗