AAVMC Internship Program Guidelines 2018
D.P. LunnRoger B. FinglandRichard GoldsteinTed Y. MashimaRon McLaughlinLaura L. NelsonIra G. RothCorinne R. SweeneyDana N. Zimmel
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Abstract:
Veterinary internships are common 1-year post-graduate clinical training programs that are offered both at veterinary colleges and in private practice settings. To promote the quality of these training programs, the American Association of Veterinary Medical Colleges (AAVMC) charged a working group to develop these internship guidelines, which were approved by the AAVMC in 2018 and have also been endorsed by the American Association of Veterinary Clinicians. These guidelines are intended to be applicable to all internships, in both academic and private practice settings, and they place particular emphasis on three aspects of internship training programs: competency-based education, intern well-being, and program outcome.Keywords:
Private practice
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The internship is not only a most important phase for medical major students from students to doctors,but also a process of combining the basic medical theory with the clinical practice.It is a key period for medical education.Nowadays the authors deeply feel that in clinical practice continuously optimizing clinical teaching methods and teaching management,strengthening the management of the pre-internship,during the internship and the final stage of internship are very important to train students' clinical practice,improve the quality of internship and educate excellent advanced medical talents with wide foundation,broad knowledge,medical ability and excellent comprehensive qualities.
Graduation (instrument)
Clinical Practice
Foundation (evidence)
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Introduction: The transition from medical student to intern is inherently stressful, with potentially negative consequences for both interns and patients. Methods: We describe Internship Boot Camp, an innovative course specifically designed to prepare fourth-year medical students for the transition from medical school to internship. An intensive 1-week course, Internship Boot Camp has simulated, longitudinal patient-care scenarios that use high-fidelity medical simulation, standardized patients, procedural task trainers, and problem-based learning to help students apply their knowledge and develop a framework for response to the challenges they will face as interns. Results: In March 2007, 12 students participated in the course as an elective in their final year of medical school, and the other 28 students in their class did not. After beginning internship and 5 to 7 months after the completion of Internship Boot Camp, all 40 former students were asked to complete a blinded survey about their preparation for internship. The overall response rate for the survey was 80%. Of responders to an open-ended question about the aspects of medical school training that best prepared them for internship, 89% (8 of 9) of course participants listed "Internship Boot Camp." The next highest response ("subinternship") was given by 45% (9 of 20) of nonparticipants and 33% (3 of 9) of course participants. Discussion: Internship Boot Camp is a unique learning environment that is recalled by participants as the most helpful, of all components of their medical school education, in preparation for internship.
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This investigation program is to prove evidence for improving English major undergraduates' understanding of internship program and internship quality. In terms of investigating methods, anonymous questionnaires survey and deep interviews were applied to English major 2019 graduates of School of Translation Studies in Shandong University (Weihai) in China. Questionnaires survey and interviews included the choice and thought of undergraduate graduation intention, the choice and thought of internship program, relationship of internship program with graduation intention, factors of the choice of internship program, advice about internship program, etc. Totally 60 questionnaires were sent out, 21 effectively received; 6 English major 2019 graduates were interviewed. After analyzing and summarizing related data, it is concluded that the correlation between undergraduate graduation intention (employment) and internship program is tight; the correlation between undergraduate graduation intention (postgraduate recommendation) and internship program is loose; the correlation between undergraduate graduation intention (postgraduate entrance examination) is loose. This phenomenon results from personal factors (personal understanding of internship, personal future choice), employment atmosphere factors (undergraduate students' major, intention areas' requirements), and undergraduate curriculum factors (curriculum schedules, curriculum contents). Regarding to the reality that the correlation between undergraduate graduation intention and internship program is strongly influenced by outside factors, related departments of colleges and universities need to improve students' thoughts guide education as well as cultivation of related knowledge and technics.
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Objective
To explore the influence of undergraduate medical students internship on competency and conduct a survey about internship-plan satisfaction.
Methods
All students who were major in clinical medicine were asked to fill a test and a questionnaire before and after their internship, which reflects students’ competency and contains 7 parts, including clinical skills, medical knowledge, clinical communication skills, professional responsibility, team work, literature-searching and scientific research ability. At the same time, an internship satisfaction questionnaire was required to be filled by every student. The same questionnaire was required to be filled by teachers at last.
Results
After internship study, clinical skills, clinical communication skills, professional responsibility and team work were improved significantly, while medical knowledge was controversial, literature-searching and scientific research ability were not improved. 63.9% (23/36)students were satisfied with internship plan, while the rest were not.
Conclusions
Undergraduate medical students improve their competency during the internship, however, there are some limitations need to be noted, especially, scientific research ability. Internship plan should be modified to get the goal for improving competency as well as students’ satisfaction.
Key words:
Clinical medicine program; Medical students; Internship; Competency; Influence
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