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While workforce development can create skilled workers and better jobs, employer engagement is often limited. This article analyzes the case of Tennessee Pathways and draws on interviews with highly engaged employers, including those that hosted youth worker interns. The author investigates how employers accounted for their involvement and how program design shaped the benefits they perceived. Despite a traditional focus on skills gaps, the author finds that most employers sustained their engagement due to workforce challenges rooted in a mismatch between new hires' expectations and the realities of the job, which resulted in high turnover of incumbent adult workers. Employers perceived that youth programs addressed this issue by fostering "career embeddedness" and deepening youth workers' commitment to a nascent career interest or by redirecting them to other viable options. The author argues that practitioners should promote the potential of workforce development to yield long-term workforce reproduction and next-generation career development. [ABSTRACT FROM AUTHOR]

Purpose of the study: The study explores how COVID-19 impacts hospitality interns' career choices and experience. Through a comprehensive literature review, key findings emerge regarding the effects of the pandemic on internship programs, the challenges interns face, and the factors influencing their post-pandemic career decisions. Methodology: The first step of the study is a comprehensive literature review, which establishes a qualitative approach to gathering information from existing research, articles, and publications. Principal Findings: COVID-19 has heavily affected hospitality internships, resulting in cancellations and remote work. However, interns have shown resilience by adapting to new learning methods and career exploration. Employers in the hospitality industry are hopeful about interns' job prospects after the pandemic, emphasizing the need to support students and address their career concerns for industry recovery. Applications of the study: This study offers valuable insights that empower educators, industry professionals, and policymakers to adapt internship programs, support intern resilience, and understand evolving career preferences in hospitality. By understanding COVID-19's impact on interns, stakeholders can make informed decisions to aid industry recovery. Novelty/Originality of the study: This study examines the impact of COVID-19 on hospitality internships, emphasizing both challenges and intern resilience. It offers insights for interns, industry recovery, and guidance to educators, professionals, and policymakers. [ABSTRACT FROM AUTHOR]

Background: Informed consent is a continuous process of communication with the patient and not merely the signing of a form. The Irish Medical Council's Guide to Good Practice and Ethics state that no part of the consent process should be delegated to an intern unless the procedure is a minor with which the intern is very familiar and all relevant information has first been explained to the intern. Aims: We aimed to evaluate whether practices regarding interns and consent had changed in the past five years. Methods: An anonymous Google Forms survey was distributed to interns from all intern networks between 24-August and 26-November 2021. Results: Of 854 interns, there were 147(17.2%) survey responses. 129(87.8%) participants had consented for a procedure. 111(86%) responded that they had consented for procedures that they had not witnessed before. 92(71.3%) reported that their medical supervisor did not explain procedures to them prior to obtaining consent. 128(99.2%) of interns were not usually observed by a more senior doctor when obtaining consent. 116(89.9%) were expected to obtain consent from patients on a regular basis, with 78(60.5%) feeling pressured into doing so on at least one occasion. Results were largely unchanged compared to when the same survey was circulated in 2016. Conclusions: Interns remain routinely involved in the consent process without adequate training or supervision. This is unfair on our most junior doctors and on patients. Steps must be taken to ensure the IMC guidance is adhered to and this deficiency must be highlighted to Senior Clinicians. [ABSTRACT FROM AUTHOR]

For residents or fellows outside anesthesiology and critical care training programs, formal training in managing critically sick patients does not exist in India either at the undergraduate level, or at postgraduate level. Acute critical care course (ACCC) is a simulation-based skills development course that has been developed indigenously to address this lacuna in training of interns and residents in surgical specialties and emergency medicine in India. This study is aimed to find out and to assess the effectiveness of this course. This is a prospective interventional study using low-fidelity simulation-based courses. As many as 1036 candidates (interns and residents) were trained in 40 ACCC provider courses, and 165 instructor candidates in 9 instructor courses in 16 teaching hospitals in India in 2014–2021. However, in this report, the authors have analyzed the feedback (verbal and written) from 487 candidates of 19 ACCC provider courses conducted in 14 teaching hospitals in India between 2014 and 2018. Analysis of data was performed by thematic analysis for qualitative data and descriptive analysis for quantitative data. All the 487 candidates in 19 courses over 5 years replied either as very good (above expectations) or as good (as per expectations). In response to the question of the effectiveness of a lecture or skill station, none of them chose the options fair (below expectations) or poor (unacceptable). Fifteen out of 18 interns replied their emails that were sent 3 weeks after ACCC to find out if there was an improvement in their clinical application on a scale of 1–10. The response to the question in regards to improvement in their own ability 'to assess a sick patient', 'in treating a sick patient', 'communication skills with a colleague', and 'confidence in breaking bad news to patient or relatives', respectively, was 7.5, 7.8, 8.3 and 8.3. Mean scores out of 5 in response to content of ACCC course for clarity, utility, adequacy of content, understandable and interaction during course were 4.59, 4.81, 4,78, 4.86 and 4.97 respectively. Qualitative analysis led to 5 themes described in the manuscript. Low fidelity simulation using role-play appeals to the adult learners, breaks the monotony of classroom teaching, encourages interactive learning, and facilitates active participation in skill development necessary for critical care training of residents in surgical specialties and in emergency medicine. Sharing the vision document of ACCC with the deans of medical colleges is the crucial step in implementing applied physiology in step-wise logical approach in managing a sick patient. [ABSTRACT FROM AUTHOR]

Muhammad Alrwaily,1,2 Fahad Alanazi3 1Division of Physical Therapy, School of Medicine, West Virginia University, Morgantown, WV, 26506-9226, USA; 2Department of Physical Therapy, King Fahad Specialist Hospital, Dammam, Saudi Arabia; 3Department of Physical Therapy and Health Rehabilitation, College of Applied Medical Sciences, Jouf University, Jouf Region, Saudi ArabiaCorrespondence: Muhammad Alrwaily, Health Sciences Center South, Morgantown, WV, 26506-9226, USA, Tel +1 304-293-0264, Fax +1 304-293-7105, Email muhammad.alrwaily@hsc.wvu.eduBackground: Musculoskeletal disorders (MSDs) are rapidly rising in Saudi Arabia and considered the 3rd reason for hospital visits across the country. Despite their prevalence, the adequacy of knowledge in diagnosing and treating MSDs has not been assessed. The purpose of this study is to assess MSD knowledge amongst healthcare providers (orthopedists, physicians, and physical therapists) and medical and physical therapy students and interns.Methods: In this cross-sectional study, a web-based 25-question MSD test was given to licensed physical therapists, primary care physicians and orthopedists, as well as final-year physical therapy and medical students and interns in Saudi Arabia. Two multivariable linear regression analysis models were used to determine MSD test score differences amongst (1) orthopedists, primary care physicians, and physical therapists and (2) amongst medical and physical therapy students and interns.Results: A total of 680 participants were included (response rate is 22.7%). The overall MSD test score was 48.2%, and the passing rate was 14%. Model 1 showed that orthopedist’s group had a significantly higher mean score on MSD test than physical therapists (t482= 8.12, p < 0.001) and primary care physician (t482= 6.00, p < 0.05). However, primary care physician scores did not significantly differ from physical therapy group (t482= 6.47, p = 0.07). Model 2 showed that medical interns had significantly higher mean score on MSD test than physical therapy students (t240=4.46, p < 0.001), physical therapy interns (t240= 4.7, p < 0.05), and medical students (t240= 2.79, p < 0.05). There was also a significant difference between medical students and physical therapy interns (t240= 2.5, p < 0.05). However, there was no significant difference between medical students and physical therapy students.Conclusion: Except for orthopedists, the MSD knowledge appears inadequate amongst healthcare providers, medical and physical therapy students and interns in Saudi Arabia. To improve knowledge in MSDs, increasing content of MSDs in undergraduate education and postgraduate training is necessary.Keywords: musculoskeletal disorders, competency, education, Saudi Arabia, primary care providers, physical therapists, students, interns

Objective: To evaluate the perception and self-confidence of Dental interns regarding endodontic treatment performed on patients. Material and Methods: A total of 111 dental interns from 5 different educational institutes of a state in South India participated in a questionnaire-based survey. The questionnaire consisted of 12 questions related to root canal procedures performed on patients. Analysis was done using SPSS version 17.0. Results: Sixty-five interns (59%) performed less than 10 root canal treatments on patients during the course of the internship. Twenty-eight interns (25% of the intern population) took up more than 10 root canal treatment cases, whereas only 18 interns (16%) did not perform the treatment on patients and answered the questionnaire based on their experience with extracted teeth model work. Only five interns out of 111 were ‘Very confident’ and 22 were ‘Confident’ in performing the root canal treatment. Conclusion: The present study indicates that the self-perceived confidence level among dental interns can affect their clinical performance. It also recommends additional hands-on workshops, problem-based learning and clinical guidance for the dental interns to become more confident with the root canal procedure. [ABSTRACT FROM AUTHOR]

An anonymous survey of interns of the specialty "Pediatrics" on the quality of training interns for the licensed integrated exam "KROK 3. General medical training" at the Department of Pediatrics and Children's Infectious Diseases of Bukovinian State Medical University was conducted using the google form.The main purpose of the survey was to assess the effectiveness of training interns for the licensed test exam "KROK 3. General medical training" in the context of distance learning. It is shown that interns positively assess the quality of training in a distance form for passing this exam. Most interns point to the effectiveness of consultations of teachers and experts of creating tests in preparation for the exam. According to 60.0% of interns, the most effective component of preparation for the LIE "KROK 3. General medical training" was training on the program of the module "Emergencies", 25.0% noted thematic consultations conducted by teachers of the department immediately before the exam, and according to 15.0% of respondents, the best component was preparation for rector's tests. The most useful and informative for interns were consultations on emergencies in pediatrics (50.0% of responses), neurology and psychiatry (20.0%), cardiology (15.0%) and radiation medicine (15.0%).

The article presents the results of applying stimulation technology in basic training of interns on specialty “Pediatrics” on giving urgent aid in case of neonatal asphyxia. Objective: to analyze the efficacy of introducing the elements of simulation training of interns on specialty “Pediatrics” at the Department of Pediatrics and Children Infectious Diseases, Higher State Educational Establishment of Ukraine “Bukovinian State Medical University”. Materials and methods. The authors share their experience in introducing approaches to assessment and stabilization of condition of a neonate with severe asphyxia applying simulation methods of training. Results. The interns admitted a high efficacy of simultaneous learning theoretical material and mastering practical skills on a simulation mannequin. The results of testing in “KROK-3” frame were found to be higher after simulation practice and its discussion (on an average 80,5% in comparison with 72,2% before training).Conclusions. In training interns’ skills of urgent aid given to neonates both clinical protocols developed on the evidence-based principals and modern simulation technologies are reasonable to be used.

Abstract Background Professional advice provided to mothers has an effective role on the prevalence and duration of breastfeeding. Previous studies showed that health care providers had defective knowledge and skills necessary to promote and support breastfeeding. Aim To assess breastfeeding-related knowledge and attitude among interns at Cairo University Hospital, before and after the provision of breastfeeding educational training sessions. Materials and methods The first phase was a cross-sectional study, conducted in Cairo University Hospital (Kasr Al Ainy) among 137 interns. The second phase was a pre-post interventional design. A pretested self-administered questionnaire was used to explore breastfeeding-related knowledge and attitude before, immediately after, and 3 months after breastfeeding educational sessions. Results Participants’ mean age was 23.7 ± 0.81, (range 22–27 years), with equally distributed males and females. The median total knowledge percent score was 56.4 (45.2–64.5). The highest median subtotal knowledge percent score was for effective feeding 100 (100–100), and the least median was for breast milk expression 20 (0:40). Participants’ knowledge improved after the educational intervention: The subtotal knowledge scores showed a statistically significant improvement immediately after and 3 months after the intervention in the following items: advantages for the baby, colostrum, duration, complementary feeding, and breast milk expression. The median total attitude percent score was 80 (74.1–83.5) and significantly improved immediately after the intervention. Conclusion Baseline knowledge and attitude scores among interns significantly improved after the intervention. Therefore, adoption of different curricular and extracurricular activities to improve breastfeeding knowledge and skills is required.

In this article, I explore the relationship between the internship programme and the prospects for youth graduate employability as perceived by interns, mentors and HR managers. Unemployment, particularly youth graduate unemployment, is a major development problem. It is worrying that unemployment continues to grow despite major interventions. Among other interventions to overcome youth graduate unemployment was an internship programme established to provide graduates with work experience meant to improve their employability. However, it remains controversial whether graduate internship increases employability prospects of the youth. In this article, I seek to solve this puzzle. A total of 50 semi-structured interviews were conducted with graduate interns and staff members of the eThekwini Municipality in South Africa to elicit data. The results indicate that internship is not always the key to employability and youth graduates often require more than just internship experience to secure employment. In this article, I therefore recommend better internship planning and development. This could improve the role of the internship in graduates' transition to employment. [ABSTRACT FROM AUTHOR]

Background: As is common across the health professions, training of Registered Dietitian Nutritionists (RDNs) requires experiential learning for interns/students to gain skills and demonstrate entry-level competency. Preceptors are essential to the experiential learning component of health care professional training, providing supervision and mentoring as students and interns gain the skills required for entry-level practice competency. Over the past 27 years, 47–73% of applicants to dietetic internships have received a placement. Practitioners willing to volunteer as preceptors are needed to generate more internship or experiential learning opportunities for the profession to continue to meet workforce demands. Methods: The objective of this national-level online cross-sectional survey was to identify perceptions and attitudes associated with the preceptor role and incentives that might encourage precepting by current RDNs. A random sample of RDN and Nutrition and Dietetic Technicians, Registered (NDTR) professionals from the Commission on Dietetic Registration credentialed practitioner database were eligible to participate in the online survey. The main outcome measures included perceptions, attitudes, and preferred incentives to precept compared by preceptor experience categories (current, former, never precepted). Comparisons of perceptions, attitudes, and preferred incentives were made between preceptor experience categories using Chi-square and ANOVA. Results: Of 2464 invitations, 308 participants had complete variables for analysis. Top incentives were the opportunity to earn continuing education units (65.9%) and having expenses paid to attend a national conference (49.5%). Significantly more (P < 0.001) "former" and "never" preceptors reported the ability to choose when to take an intern, training on how to teach and communicate with interns, and access to an "on-call" specialist as incentives compared to "current" preceptors. Significantly more (P < 0.01) "never" preceptors reported training on internship expectations and the ability to provide input on intern selection process as incentives compared to "current" or "former" preceptors. Conclusions: Incentives to serve as a preceptor differ based on "current", "former", or "never" precepted status. Promoting and strategizing solutions to the current imbalance between the greater number of dietetic internship applicants compared to preceptors should be targeted based on preceptor status to retain current preceptors, encourage former preceptors to return and recruit professionals who have never served. [ABSTRACT FROM AUTHOR]

Audience: This is an online social media curriculum aimed at the incoming Emergency Department (ED) intern. This curriculum is designed to foster collaborative learning in preparation for the upcoming intern year. Introduction: Graduating medical students tend to have few clinical experiences at the end of their fourth year. For many students, their last ED rotation is six months or more before the start of their internship. In addition, the transition from being a medical student to an intern can be quite abrupt and jarring, with little time to adjust to the rigorous new clinical demands of internship. To ease this transition, the Slack channels provide an easy medium to share thoughts and ideas regarding clinical cases provided by the Emergency Medicine (EM) faculty. After performing a PubMed, Google Scholar, and Medline search, we found that no interventions have been described utilizing social media for helping rising interns to transition from medical school to emergency medicine residency. Medical school curriculum varies widely, and medical students often struggle with this transition.1,2 Multiple authors have evaluated the use of pre-graduation or early internship boot camps as preparation for emergency medicine residencies, but to our knowledge, there is no existing curriculum that is designed specifically for the transition between medical school and internship.3,4,5 We designed a social media based curriculum that addressed several of the competencies targeted by these boot camp programs4 and based on Accreditation Council for Graduate Medical Education (ACGME) level 1 milestones in patient care. This curriculum provides an interactive, case-based learning platform for incoming residents prior to the start of residency. Using Slack, learners can post responses in real-time that can be seen by the entire group of incoming interns. The incoming interns will be able to interact with other users, either in a public or private forum, and communicate with each other in a virtual classroom setting. The goal is to create an environment to facilitate collaborative learning and interaction between residents, residency leadership, and program faculty. We created a total of ten cases, which were each posted with an associated intern-appropriate clinical question. We also posted an associated high-resolution image, such as an electrocardiogram (EKG) or a radiograph from a website such as LifeintheFastLane.com or ALiEM.com. Typically, 24 to 72 hours were given to allow sufficient time for the residents to contribute answers and ideas. Once the allotted time had ended, the EM faculty member provided the solution to the case with the appropriate supportive ‘Free Open Access Medical Education’ (FOAMed) resources. Objectives: This curriculum is designed to bridge this gap by fostering an environment in which incoming interns can communicate, collaborate, and practice clinical reasoning with each other and faculty prior to their arrival in residency. The goals and objectives were tailored to the Accreditation Council for Graduate Medical Education (ACGME) level 1 milestones in patient care. 1. Interpret basic ECGs 2. Demonstrate ability to interpret basic radiographs 3. Identify common visual diagnoses 4. Identify common neurological emergencies on head imaging 5. Recognize basic airway anatomy 6. Demonstrate successful application of FOAMed resources to clinical cases 7. Interpret common ultrasound images 8. Describe common ED procedures 9. Demonstrate fundamental knowledge of evidence-based medicine and biostatistics Methods: The educational strategies used in this curriculum included case-based learning, questions and answers, and links to online Free Open Access Medical Education (FOAMed) resources. Using Slack, an online collaborative social media application, we posted specific clinical-based cases in the “Cases” thread and then gave the new residents an opportunity to post their answers. We then posted a follow-up with the clinical outcome of the case and provided resources to encourage use of FOAMed, online libraries, textbooks, and other resources. Topics: Online, social media, cases, interaction, collaboration, Slack, interns, preparation, orientation

Our group has shown that personalized video feedback (PVF) is better than a task demonstration video at increasing wound closure skills among incoming surgical interns. However, offering PVF can be time-consuming. We sought to compare the educational effects and time required for group video feedback (GVF) and PVF. We have mailed our matched incoming "surgical" interns a "welcome package" in mid-March for the past 3 y. The package includes similar resources each year. Incoming interns were asked to video record themselves performing six tasks three separate times between April 1 and June 15. After each submission in 2016 and 2017, incoming interns received 2 min of personalized feedback on their three separate wound closure videos (PVF). In 2018, incoming interns received 5 min of group-based feedback three separate times covering all six tasks (GVF). We compared performance (July Surgical Olympics) of these six skills against the interns from the previous 2 y who received PVF on only one skill (suturing). Twenty-three incoming interns received the pre-residency package and participated in the 2018 Surgical Olympics. This 2018 GVF class had a higher overall mean score for six stations (31.5 [standard deviation = ±7.7]) than the 2016 and 2017 PVF classes (25.6 [standard deviation = ±8]; P < 0.0001). Knot tying ability and suturing skill were similar between the classes. The GVF group performed better on the remaining four skills. The total time of surgical staff and educators spent per class in 2018 (GVF class) was 30 min and includes six tasks compared with 276 min of effort in each of the 2016 and 2017 classes (PVF included one task). GVF and PVF as a component of preemptive training had the same effect on improving suturing skills among the interns. GVF required less educator editing and voice over time. GVF is effective and efficient in enhancing incoming interns' performance in multiple skills. [ABSTRACT FROM AUTHOR]

The primary purpose of this study was to prepare special education interns to implement two-task analyses to teach elementary students with severe intellectual disability (SID) emergent literacy and hand washing skills. The secondary purpose was to evaluate the effect of intern instruction on both the independent emergent literacy and hand washing responses of the students. A multiple probe across participant design was used to evaluate the effects of a multicomponent instruction package on the number of steps interns completed correctly on story-based and hand washing task analyses. A second simultaneous multiple probe across students design was used to evaluate the effects of functional story-based instruction on the independent emergent literacy and hand washing responses. Collateral behaviors showed as interns correctly implemented the steps of the story-based and hand washing task analyses, the students with SID increased emergent literacy and hand washing responses. Implications for rural educators are provided. [ABSTRACT FROM AUTHOR]

The authors reflect on some simple rules for scientific software firms to successfully host internship programs for students based on employers' perspective. Among the tips are conducting a thorough interview, planning for the interns' arrival by selecting projects in advance, and introducing the work environment and common tools used. Also cited is the need to assess the interns' performance to determine if they can return for another internship or they can be future hires.

Background & Objective: Rational prescription of medicine by physicians is one of the most important factors in the correct and complete treatment of patients The aim of this study was to evaluate prescription writing patterns of graduating interns for common illnesses in Kerman University of Medical Sciences Iran in 2013 Methods: In this descriptive crosssectional study the prescription writing pattern of 50 interns of Kerman University of Medical Sciences were evaluated A written exam assessing prescription writing on 30 common clinical cases was held Data were analyzed using SPSS software Results: The average number of items per each prescription was 207 The frequency of medicines prescribed by their generic name and from the World Health Organization (WHO) list of essential medicines was 968% and 971% respectively Drug interaction was observed in 56% of prescriptions The frequency of prescriptions containing antibiotics injectable medicines and corticosteroids was 472% 93% and 65% respectively The most common groups prescribed were antibiotics and analgesics Conclusion: Based on the WHO recommended standards the prescription of antibiotics by interns of Kerman University of Medical Sciences was irrational and inappropriate Therefore educational interventions are necessary to improve prescription writing patterns among interns

Basically, the objective of internship programme is to expose students to the real world of work and in the process, provide feedback to institutions on the relevance or otherwise of the curriculum. This study therefore assessed the academic relevance of internship programme and employment prospect of graduate interns from Obafemi Awolowo University, Ile-Ife, Nigeria. Population of the descriptive study were graduate students in the Department of Educational Management of the university. A sample of 120 graduate students from 2012/2013, 2013/2014 and 2014/2015 academic sessions were randomly selected. The post internship semester results, a structured interview and a Likert scale type questionnaire were used in the study. The Cronbach alpha reliability test on the questionnaire showed 0.79 reliability index. Descriptive and inferential statistics were used at 5% level of significance. The study found that graduate students� participation in internship has impact on academic performance and also has a significance influence on employment prospect. It was recommended that internship should be geared towards enhancing the knowledge, skills, attitude and personality of graduate students to prepare them in more holistic approach for employment.

Introduction: Morning report is an important teaching method for interns and externs. Achieving the objectives of morning report affects future performance. This descriptive cross-sectional study was conducted to analyze the effectiveness of morning reports. Methods:Viewpoints of 85 interns and externs at the cardiology wards of teaching hospitals of Mashhad University of Medical Sciences in the academic year of 2012-2013 were investigated. The instrument for data collection was a researcher-made questionnaire. Data were analyzed by chisquare and independent t-test. Effectiveness was defined as the rate of the achievement of the goals of morning reports based on dividing the total score of the questionnaire (54 scores) into three parts of 0-17 (poor effectiveness), 18-36 (moderate effectiveness) and 37-54 (good effectiveness). Results: The effectiveness of morning report sessions without the presence of residents was reported as moderate in hospital A, and the effectiveness of morning report sessions with the presence of residents in hospital B was reported as moderate in the opinion of interns and poor in the view of externs. There was no significant difference between the viewpoints of interns in hospitals A and B with regard to the effectiveness of morning report sessions (p=0.169). Conclusion: Results indicate that the higher academic level of subjects discussed in morning reports with presence of residents caused a reduction in the participation rate of interns and externs, thereby decreasing their learning and satisfaction. However, without the presence of residents, the students’ feelings of fear and anxiety were reduced and their satisfaction was heightened.

Forum papers are thought-provoking opinion pieces or essays founded in fact, sometimes containing speculation, on a civil engineering topic of general interest and relevance to the readership of the journal. The views expressed in this Forum article do not necessarily reflect the views of ASCE or the Editorial Board of the journal. [ABSTRACT FROM AUTHOR]

Purpose: In March 2017, the ACGME relaxed resident duty-hour restrictions to allow first-year residents to work 24-hour shifts, affecting the internship experience of incoming radiology residents. The aim of this study was to assess the media response to this duty-hour change, comparing news articles with favorable and unfavorable views.Methods: Google News was used to identify 36 relevant unique news articles published over a 4-week period after the announcement. Articles' stance was categorized as favorable, unfavorable, or neutral. Additional article characteristics were explored.Results: Article sources were 58% national, 22% local, and 20% medical news. Article stance was most commonly unfavorable for national news sources (48%), compared with neutral for local (62%) and medical (72%) news sources. Most common reasons for unfavorable stance were sleep deprivation (n = 11), medical errors (n = 11), residents' health (n = 9), risk for car accidents (n = 9), a patriarchal hazing system (n = 6), and work-life balance (n = 5). Most common reasons for favorable stance were impact on resident education (n = 7) and continuity of care (n = 7). Supporting data were cited by 38% of unfavorable and 100% of favorable articles. Unfavorable articles most commonly quoted physicians affiliated with resident advocacy groups; favorable articles most commonly quoted physicians affiliated with the ACGME.Conclusions: The relaxed duty-hour restrictions received an overall unfavorable media response, particularly in nonmedical news sources, driven by concerns regarding sleep-deprived doctors. Favorable articles ubiquitously cited data supporting the safety of relaxed duty hour restrictions. Further research is warranted to better understand the impact of relaxed resident duty-hour limits on sleep deprivation, residents' health and education, and the quality of patient care. [ABSTRACT FROM AUTHOR]

The literature (Harari, Adler, & Shechter, 2007) discusses at length the difficulties that teachers experience when they start teaching and the number of people leaving the profession due to those difficulties (Arviv-Elyashiv & Zimmerman, 2013). This article discusses the characteristics of the journey for novice teachers from the Teacher Training Programs for Academics experience them during their first year of teaching. The study focused on several aspects of this journey: experiences of success and failure, factors that promote and inhibit success during their internship, the extent to which novice teachers identify with the comparison immigrants in a new culture (Zabar Ben-Yehoshua, 2001), and changes the teachers experienced throughout the year. The research population was a group of novice teachers (interns) who participated in a mandatory course at a College of Education in the center of Israel, which provided a support group in handling the difficulties of first-year teaching. The participants had to hand in a narrative ("journey log"), which described their experiences during their first year of teaching and was subject to content analysis (Inductive Category Development) (Mayring, 2000). For some of the research questions, the researcher used the mixed approach. The findings revealed that the overall picture of the moments of failure exposed feelings of hurt and pain on a personal level and not only a professional level. The depth of the feelings indicates the novice teachers' deep desire to succeed, in terms of "the greater the expectations, the greater the disappointment." The descriptions of success reveal the following common attributes: their caring nature, their desire to give endlessly, and their willingness to invest efforts in all facets of teaching. Among the main factors promoting success were the teachers' desire to fulfil a personal dream and a supportive school climate. Among the main factors inhibiting success was the disparity between what they had learned during their training and school reality as well as their reluctance to ask for help. Most of the teachers felt solidarity with the immigrant feelings that Zabar Ben-Yehoshu (2001) depicted in her article. The leading pattern in the examination of the journey throughout the year corresponded to the pattern in the article: excitement, crisis, and acceptance. [ABSTRACT FROM AUTHOR]

Background & Objective: Evaluation of prescriptions of doctors and particularly medical interns is an essential method for obtaining information about prescribing patterns and drug consumption The present study aimed to assess the ability of prescription writing of medical interns and young doctors for common illnesses Methods: In this crosssectional study the ability of prescription writing of medical interns and recently graduated doctors was evaluated via objective structured clinical examination (OSCE) on ten common diseases in Sanandaj Medical School Iran in 2010 Results: The average number of medicine for each prescription was 21 and the average score of participants in all stations was 62% From the correct prescriptions 815% had appropriate medicine and 344% accurate dosage and 213% with precise course of treatment 241% had administered wrong drugs for patients Half of the cases determined the correct treatment period In terms of related factors the score of girls was better than boys (P = 003) However there was no relationship between their ability and age marital status average mark of interns or their medical exam score in preinternship examination (r = 01 ) Conclusion: Prescription writing ability of participants was relatively acceptable but important issues such as drug dosage frequency of consumption and course of treatment which are essential in disease treatment should be improved Therefore it is necessary to review medical education programs and curriculums

Introduction: It is apparent that having a good inflammation in hemodialysis indications, methods of the procedure, recognition of the complications are common mistakes in emergency and internal medicine and they are life saving for patients most of the times. It is clear that our medical students have many problems in this field (hidden curriculum). Therefore, we decided to do a study on the subject. Methods: During 2011, forty interns of nephrology ward enrolled in this study. They filled a questionnaire containing questions about their general hemodialysis knowledge before passing the classes. After having six one -hour classes on HD essentials, complications and emergencies, they filled the questionnaire again. The data analyzed using paired t-test and the reported Mean ± SD P< 0.05 considered significant. Results: The interns were satisfied in all the trained aspects like general hemodialysis knowledge (P< 0.001), dialysis essentials (P

In 2006, the Commission on Higher Education (CHED) released CHED Memorandum Order (CMO) no. 14 which changed the duration of internship training program to six months as opposed to the previous memorandum order, CMO no. 27 s. 1998 which required a one-year internship schedule for Medical Laboratory Science (MLS) students. Thirty-eight graduates of CMO No. 14 s. 2006 from Lyceum of the Philippines University-Batangas and 13 chief medical technologists (CMT) or senior medical laboratory staff from identified affiliate hospitals were surveyed about their perception on the attainment of the objectives, as well as the strengths and weaknesses of the said program. Results show that objectives were achieved even if the duration of the training period was shortened. The graduate-respondents favored the one year timetable. This study can be used as a pilot study for other higher education institutions implementing the same CMO and can be used as a basis for a curricular reform by assessing the different parameters that were identified in order to enhance further the six-month internship training program in producing globally competitive medical laboratory scientists.

Introduction. This article describes the conditions of interns in media companies and their degree of satisfaction with such conditions. Methods. The study is based on a survey conducted in 2015 among all journalism students doing internships in newspapers, radio stations and news agencies in the city of Málaga. Data were subjected to statistical analysis. Results. 85% of the interns affirm they systematically work overtime. Their workload is comparable to that of senior professionals. Despite these conditions, satisfaction among interns is high, and it increases when they perceive the company values their overtime. However, interns' satisfaction diminishes as their experience increases. Conclusions. The results question the formative role of internships and indicate that students' behaviours and attitudes could be explained by their expectations of job placement in the medium. [ABSTRACT FROM AUTHOR]

Objectives: To find out the impact of teaching clinical pharmacology and rational therapeutics (CPT) to medical undergraduates (UGs) and interns. Materials and Methods: This cross-sectional, prospective study was conducted on three UGs batches and interns using two pretested validated structured questionnaires, modified from the work of Tobaiqy et al. The study was approved by the Institutional Ethics Committee. ANOVA and Chi-square test were used for statistical analysis. The value of P < 0.05 was considered statistically significant. Results: A total of 379 UGs and 96 interns participated in this study. Mean knowledge score of interns was significantly reduced as compared to UGs (P < 0.0001). A significant increase in confidence for unsupervised prescribing of nonsteroidal anti-inflammatory drugs (99%), oral rehydration salt, iron salts was perceived among interns as compared to UGs (P < 0.05). However, 63.5% confessed problems in selection of drugs, drug–drug interactions, prescribing in special patient population. Although they were confident prescribing fixed dose combination for adult patients (89.5%), majority were hesitant to prescribe opioids (77%), steroids (76%), vaccines (75%), and antihypertensives (62%). Conclusion: The theoretical CPT teaching transfers knowledge to UGs; however, it is not retained in internship and does not adequately prepare interns to prescribe safe and rational drugs. [ABSTRACT FROM AUTHOR]

Background: Our existing undergraduate curriculum lacks developing competency for endotracheal intubation. Even though it is a lifesaving procedure, interns are exposed only during their posting in anesthesia or emergency medicine and so, when need arises, they fail to perform endotracheal intubation and it leads to catastrophes. Aims and Objectives: The aim of this study was to develop competency in interns for endotracheal intubation. Materials and Methods: A study was conducted on fifty interns of medical college. Lecture and demonstration were used for cognitive domain and one-to-one training and practice on manikin for affective and psychomotor domains, respectively. Live demonstration on patients was done whenever possible. Gain in knowledge was evaluated by pre- and post-test using standardized validated questionnaire. Skills were assessed by direct observation of procedural skill on manikin, split in steps: Laryngoscopy, intubation, and ventilation. Session was evaluated using feedback questionnaire and Likert scale. Results: Interns showed mean marks of 8.12 ± 1.63 in pretest compared to 13.86 ± 1.06 of posttest with a gain of 34.8% (P = 0.0001), which is highly significant. Twenty-two percent interns completed all steps correctly in the first attempt, 62% in the second attempt, while 16% required third attempt to correctly complete all steps. Conclusion: This training developed competency for basic knowledge and practice of endotracheal intubation in interns adequately on manikin. Training for endotracheal intubation should be carried out at the beginning of internship before they go for clinical practice and repeated during their rotation of Anesthesia and Emergency Medicine Department, so they can retain their competency for it and can do later on whenever required. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to reflect on the results of continuing professional development sessions delivered to academics on the importance of a properly annotated reading list to the student experience.Design/methodology/approach As part of the session, the academics were asked to take part in a “pop quiz” providing their interpretation of commonly used reading list labels.Findings There was quite a broad interpretation of the labels, with several eliciting strongly positive or negative reactions. The similarity of meanings between some reading list labels made them redundant for helping students to prioritise their reading.Originality/value This case study could be used to provide sessions on reading lists at other institutions, and the results from the quiz can be used to simplify reading list labels. [ABSTRACT FROM AUTHOR]

Introduction. Investigating educational situations of interns in different departments is one of the objectives of educational planning in order to prevent a low quality education and provide some solution for that. This study was done to investigate the learning situation of male and female interns in Obstetrics and Gynecology Department at Zahedan University of Medical Sciences in order to compare the amount of their learning, and to provide some suggestions to improve the quality of learning and education. Methods. All inters (30 males and 40 females) in Zahedan Medical University have participated in this descriptive study during 2002. The data collection tool was a questionnaire which included questions regarding common emergencies and diseases of obstetrics and gynecology, and different learning criteria. The data analysis was done by SPSS software using mean, standard deviation, frequency of learning criteria and Chi-square. Results. The mean of frequency of learning indicators such as observation, discussion on bedside, managing under the supervision of residents and attending physicians, and personal management, in common emergencies and diseases of obstetrics and gynecology in male interns were lower than female interns. Furthermore, the mean of frequency of managing capabilities in common emergencies for male and female interns were 12% and 70.5%, respectively. These values for common diseases were 14.2% and 59.3%, in male and female interns, respectively. The Chi-square test showed a significant relationship between the learning criteria, and proper managing capabilities. Conclusion. Considering the low frequency of learning indicators such as observation, discussion on bedside, managing under supervision of attending physicians and residents, and personal managemen,t in male interns, and a need to their service in deprived areas, it is necessary to improve the learning quality in obstetrics and gynecology department, especially for male interns.

BACKGROUND: Many previous studies on internship have reported a lack of preparedness for the role. More recently in Ireland, medical schools have introduced formal clinical skills training programmes. This study sought to evaluate the impact, if any, of formal skills training in the medical training on intern's preparedness for practice. METHODS: The study utilized a survey approach followed by focus group discussions. The aim was to identify the skills that were taught and assessed in medical training and the skills that were actually required in their intern year. RESULTS: Most interns had received skills training in designated skills laboratories. No intern had received training in all skills advised in the European guidelines. Skills taught to all interns were intravenous cannulation, basic life support, and basic suture. Skills required from all interns were intravenous cannulation, phlebotomy, and arterial blood sampling. Removal of peripherally inserted central line (PICC) lines, central lines, and chest drains were commonly requested but not taught. Senior staff underestimated skill abilities and expected failure. CONCLUSION: These findings identify discordance between the skills taught and the skills required in the job. There is a need for standardization in the clinical skills training to ensure that all interns enter practice with equal competencies. Consideration should be given to experiential learning opportunities such as subintern programmes to consolidate learning and improve preparedness. Improvement in communications with senior clinicians is indicated to ensure that expectations are realistic and reflective of actual training. [ABSTRACT FROM AUTHOR]

The future of foreign policy think tanks should involve acting as a training ground for the next generation of international affairs professionals. Internships are widely recognized as a way of improving young people’s skills and employment prospects. A case study of the Australian Institute of International Affairs’ (AIIA’s) internship program shows how foreign policy institutes can form a bridge between the academic grounding that universities provide and the rigours and requirements of a career in international affairs. Survey results from more than 100 interns showed an overwhelmingly positive reaction to their internship experience, with over 98 percent recommending the program. A range of learning outcomes and career benefits were reported. Foreign policy institutes wishing to contribute to career development should consider introducing internship programs that include goal setting, high-quality supervision, expert training, and career advice. They can help build the future of the field one internship at a time. [ABSTRACT FROM AUTHOR]

Background: Interns being the most junior doctors involved in prescription of drugs in hospitals, there is a unmet need to obtain perceptions regarding undergraduate clinical pharmacology teaching on rationale prescription of drugs and level of retention of knowledge on clinical pharmacology .Hence this study was planned to assess the perceptions of Interns and faculty regarding undergraduate clinical pharmacology teaching on rationale prescription of drugs. Methodology: 58 internees and 52 faculties of JN medical college were administered with a structured questionnaire. The questionnaire sought information about demographics, undergraduate clinical pharmacology teaching, confidence in rationale drug prescription and experiences of adverse drug reactions. Results: Among 58 internees recruited, 26(44.8%) disagreed that training in clinical pharmacology has equipped them to prescribe rationally and 30(51.7%) Internees expressed lack of confidence while prescribing rationally. Out of 52 faculties recruited, it was observed that 20(38.5%) faculty disagreed that undergraduate training in clinical pharmacology has equipped interns to prescribe rationally and 29(55.8%) of faculty agrees that interns are not confident enough to prescribe rationally. Conclusion: The present study showed that interns are not adequately equipped to prescribe rationally and confidently based on undergraduate clinical pharmacology teaching. Hence there is a need of vigorous training in clinical pharmacology during their graduation. [ABSTRACT FROM AUTHOR]

The authors examined students’ attitudes toward specific elements of an ongoing internship program. The study sample consisted of 816 student interns from 25 different colleges and universities. Results indicate that despite significant changes in instructional design and the incorporation of new technologies into the learning environment, perceptions have remained relatively constant over the 20-year time frame studied. [ABSTRACT FROM PUBLISHER]