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Background: The Association for Child Life Professionals (ACLP) requires those seeking to become a Certified Child Life Specialist (CCLS) complete a minimum of 480 hours of supervised clinical experience prior to the certification exam. Trainees’ skills are evaluated using the Evaluation Tool for Child Life Interns. This tool consists of 54 skill-based items scored with a 7-point Likert-based rating scale (with a Not Applicable (NA) option) and space for open-ended narrative feedback. Skill based items are within three separate domains: Assessment, Intervention and Professional Responsibility. There are no published research studies available to date on the use or effectiveness of the tool. Purpose: This study seeks to explore the educational impact of the tool using two sources of data: frequency of NA ratings across the three domains and narrative feedback from preceptors in comment sections of the tool. Methods: Using an explanatory sequential mixed methods design, quantitative data (proportion of NA ratings) and qualitative data (preceptors’ comments) from evaluation tools obtained from 45 learners spanning the academic years 2011 – 2016 at McMaster University’s Post Graduate Diploma Program in Child Life. Mean proportion of NAs was evaluated using a 2 (time: internship 1 and internship 2) x 3 (domain: assessment, intervention and professional responsibility) two-way repeated measures analysis of variance ANOVA. Qualitative data was explored using thematic analysis of preceptors’ narrative comments for skill-based items where at least 1 NA rating was selected. Results: Analyses of quantitative data revealed NA ratings to be substantially greater in the professional responsibility domain (22%) relative to both assessment (<1%) and intervention (3%) domains (p-value < 0.001). There was no main effect for time. Qualitative analyses showed that the use of NA was primarily due to the intern not having the opportunity to experience or demonstrate the skill being rated. Four themes emerged from the thematic analysis of narrative feedback (constructive feedback, action plans, clinical examples with patients and families, little to no opportunity for skill development). Conclusion: The Evaluation Tool for Child Life Interns offers quantitative and qualitative feedback to child life learners with benefits and challenges to its use. The subtasks in the assessment and intervention domains represent child life practice across various placement sites. Within the professional responsibility domain, skills being assessed require further review through stakeholder input to ensure they reflect current practice. The narrative feedback provided by preceptors is detailed and constructive. The tool is discouraged for use as a single summative assessment to make decisions of competency and is recommended for formative and summative use as one method of feedback within a program of assessment. / Thesis / Master of Science (MSc)

In the national endeavor to reform education, there is no question of the importance of preparing quality principals. A preparatory internship provides opportunity to learn and practice school-based leadership. This research provided evidence leading to a better understanding of how engagement during an internship relates to the readiness for school leadership. In addition, evidence was gathered on how the conditions of the internship affect the level of engagement. The population in this study was all participants in the National Association of Secondary School Principals’ Assessment Centers between 2001 and 2006. Assessment center scores in 10 areas of performance were used as a measure of the readiness for school leadership for of the participants. Summated Likert scales were used to measure engagement and two of the four conditions of a quality internship: quality of the field supervision and relevance of the internship to the job of principal. Summated scales were used to measure the remaining two conditions of a quality internship: previous work-related experience and institutional support for the internship. A path model of the relationships among the variables was hypothesized. The direct effects of the variables believed to explain a quality internship were calculated with a series of multiple regressions for each path to the engagement variable. The direct effect of engagement on readiness for school leadership was calculated with a multiple regression. Indirect effects were calculated for the paths between the conditions of a quality internship, engagement, and readiness for school leadership. None of the hypothesized indirect path effects were large enough to be considered important. The relevance of the internship had a strong effect on engagement. The quality of the field supervision had a moderate effect on engagement. No other direct effects were found between the conditions of the internship and engagement in the internship. / Ph. D.

The average age of principal farm operators rose from 50.3 years in 1978, to 57.1 years in 2007, as farmers retire and new farmers do not enter farming (NASS, 2013).With declining numbers of entrants into farming, agricultural educators and service providers must better understand strategies for effectively preparing beginning farmers. On-farm apprenticeships in the U.S. show promise as a means to prepare farmers and are increasing in number (Niewolny and Lillard, 2010). Lave (1988) writes 'knowledge-in-practice, constituted in the settings of practice, is the locus of the most powerful knowledgeability of people in the lived-in world' (p. 14). Thus, farming, as a complex set of interwoven skills, is best learned in situ, as situated learning. On-farm apprenticeships therefore may allow learners to construct knowledge in context, and build identities as farmers. In this thesis, I share findings from a mixed methods study that explored what kinds of on-farm apprenticeships are available, and to whom; and important educational practices, structures, and institutions that support on-farm apprenticeship learning. This study comprises data from a survey (N=45) of Virginia farmers who host apprentices, and interviews (N=12) with farmers and on-farm apprentices. Findings describe who undertakes on-farm apprenticeships, and suggest that apprentices develop expert identities through situated learning with farmers. Findings describe how farmers participate as educators, and how farms function as sites of situated learning. This study also found that on-farm apprenticeships are embedded within alternative food movements, with social reproduction potentially occurring. I also explore broader implications for preparing beginning farmers. / Master of Science in Life Sciences

Internships provide a platform for students to apply theoretical knowledge in a practical setting and to gain hands-on experience (Simons et al., 2012). Moreover, internships can help students build networks and connections within their chosen industry, which can later prove valuable in their career development. This qualitative exploratory study investigated students' perceptions of their hospitality and tourism internships on how they perceive their career pathways after completing an internship in a four-year degree program. For this study, a group of Junior and Senior hospitality and tourism university students from a major university were interviewed. The researcher utilized a phenomenological approach to analyze the data to best understand their lived experiences and perceptions. This was further contextualized under the theoretical framework of Transformational Leadership Theory (Northouse, 2019) to help elucidate the students' perceptions of their internships on their career pathways. From this analysis process, four themes emerged from their perceptions: 1) Servant Leadership, 2) mission and vison alignment, 3) mentors, and 4) connection of learning. This study addressed the gap in the current literature of transformational leadership and college students' perceptions of their career pathways after completing an internship by understanding how the 4i's of idealized influence and charisma, inspirational motivation, intellectual stimulation, and individualized consideration are positively or negatively perceived. A key finding of the study was that students' perceptions of their career pathways were positive in both transformational and transactional internships, and only differed in the 4i's constructs. However, students who completed a transformational internship could see themselves as leaders within the organization and could see a pathway for career advancement increasing retention within the organization.

This study sought to develop (1) a personal and professional profile of supervising administrators of UCF Educational Leadership administrative interns, (2) to determine the extent to which supervising administrators facilitated opportunities for UCF Educational Leadership administrative interns to grow in skill and knowledge in regard to 19 Florida Principal Competencies, (3) to determine the extent to which supervising administrators facilitated opportunities in the UCF Ten Areas of Administrator Responsibility, and (4) to determine the extent to which supervising administrators perceived themselves to have impacted the administrative career of their UCF Educational Leadership administrative intern subsequent to the internship. The study was based on data derived from the responses of central Florida public school administrators who had supervised interns. The completed surveys yielded a usable return rate of 76% (N = 124). Through their responses, supervising administrators affirmed the facilitation of practice opportunities in the 19 Florida Principal Competencies for their interns. Opportunities for practice in several competencies need strengthening through formal coursework or field-based experiences. Responses from supervising administrators indicated that the UCF Ten Areas of Administrator Responsibility, surveyed through specific duties, remained appropriate for the framework of the internship experience. Depending on the educational level at which the internship is experienced, certain duties may not be addressed thoroughly or at all. Implications for practice and recommendations for future studies dealing with supervising administrators' facilitation of internship experiences for UCF Educational Leadership administrative interns were made.

Yes / To identify challenges faced by dental interns in the workforce and to suggest Pacific Island Countries (PIC) on further research in this area. Materials and Methods: A comprehensive search of Medline, Embase, Scopus and ProQuest databases was conducted using relevant keywords. All studies, published from 1st January 2000 to 31st January 2021, were taken into consideration. Removal of duplicates and screening the full-text articles using eligibility criteria were used to finalise the number of articles. The significant findings and conclusions were extracted and grouped under themes. Results: A total of 16 studies met the inclusion criteria, involving dental interns, medical interns, postgraduate and undergraduate. Five themes were identified as the main challenges faced by dental interns in the workplace including workplace bullying, handling medical emergencies, community placement, lack of interdisciplinary approach and poor record keeping. Conclusion: There is a need for PIC to conduct research and surveys, to identify the challenges its dental interns may be facing. This will create an ideal foundation from which strategies and initiatives can be implemented and enforced in the dental internship programme. Ensuring that oral health services are delivered efficiently and oral status of the Pacific is not compromised.

The hypothesis derived from four case studies proposes that if at a philosophical level the training is choreographed at confusing levels of philosophical punctuations, and the training programme involves an ongoing commentary on the 'self' of the trainee, and this ongoing commentary interrupts or interferes with the process in which the 'self' comes to be defined, then on an experiential level the training context is unstable for experiential exploration, and the trainee experiences psychological discomfort. A further five case studies are investigated using focused interviews and content analysis to verify the hypothesis. The author-text-reader metaphor serves to describe the trainer-training-trainee relationship. This reveals that the trainee experiences psychological discomfort, often perceived as psychological damage, when the training text is incoherent and therefore unreadable. In each instance where the training text was found incoherent the trainer was identified as the author, and therefore responsible and accountable for the trainee's psychological discomfort. / Na aanleiding van vier gevallestudies word 'n hipotese afgelei wat voorstel dat wanneer opleiding op 'n filosofiese vlak gechoreografeer word vanuit onsamehangende vlakke van filosofiese punktuasies, en waar sogenaamde opleidingsprogramme voortgesette kommentaar op die 'self' van die student lewer, en waar hierdie voortgesette kommentaar die proses waardeur die 'self' gedefinieer word onderbreek of beinvloed, word die opleidingskonteks op 'n ervaringsvlak onstabiel vir ervaringsondersoek en die student beleef sielkundige ongemak. 'n Verdere vyf gevallestudies word daarna ondersoek, en deur middel van gefokusde onderhoude en inhoudsanalise word die hipotese bevestig. Die skrywer-teks-leser metafoor word dan aangewend om die dosent-opleiding-student verhouding te beskryf. Dit onthul dat die student sielkundige ongemak ervaar, dikwels beskou as sielkundige skade, wanneer die opleidingsteks onsamehangend en dus onleesbaar is. In elke geval waar die opleidingsteks onsamehangend bevind is, word die dosent as die skrywer geiidentifiseer en kan dus verantwoordelik en aanspreeklik gehou word vir die student se sielkundige ongemak. / Psychology / M. A. (Clinical Psychology)

Thesis (M.Tech.: Homoeopathy)-Dept. of Homoeopathy, Durban Institute of Technology, 2007 iv, 126 leaves / The first formal Homeopathic education programme in South Africa began in 1989 and was instituted by Technikon Natal, now Durban University of Technology – DUT. The course offers a Master’s Degree in Technology in Homeopathy. Similarly Witwatersrand Technikon now University of Johannesburg began offering the course from 1993. Since the first (from DUT) intake there have been 13 years of graduates. Included in the course is excellent homeopathic training and a comprehensive medical training programme, consisting of anatomy, physiology, pathology, histology and diagnostics subjects. Although a statutory requirement no postgraduate internship training regarding graduates of this programme has been formalised. Thus this study was deemed valuable as it aimed to provide clarity on past internship received and a perception of what an internship ought to entail. The purpose of this retrospective survey was to determine the perceptions and opinions of M.Tech:Homeopathy graduates around the current non-implementation of statutory internship, in order to inform the formulation of an appropriate and effective homoeopathic internship, as required by Act 63 of 1982 (as amended). Other objectives included gathering data/perceptions regarding the contents and outcomes of a proposed Homeopathic internship as perceived by M.Tech:Homeopathy graduates. As well as assessing/determining the possible existence of associations between demographic factors and the perceptions around internship regarding its recommended contents and outcomes.

Ph.D., Faculty of Health Sciences, University of the Witwatersrand, 2011 / INTRODUCTION: The University of the Witwatersrand (Wits) changed its medical curriculum in 2003 from a traditional, six-year curriculum to an integrated, problem-based, four year Graduate Entry Medical Programme (GEMP), preceded by two years of basic and medical sciences at university level or a suitable undergraduate degree. AIMS: To compare the preparedness for internship of Wits graduates from the old and new curricula on fifty seven items grouped into nine categories which were identified during the development and validation of a Model of the Competent South African Intern. METHODS: A stratified random sample of interns was drawn from the last graduates of the traditional curriculum and a matched sample of interns from the first graduates of the GEMP. Both quantitative and qualitative methods were used. For each sampled intern a supervisor, colleague and patient were selected by convenience sampling. A questionnaire was completed by interns, supervisors and colleagues followed by an interview to qualify responses at the extremes of the Likert-type scale and link them to curriculum learning opportunities. A semi- structured interview was conducted with patients and a global score allocated. The Cochran-Mantel-Haenszel Statistic for ordinal data was used. Comparisons were drawn between the competence of graduates from the traditional and GEMP curricula from the perspectives of interns, supervisors, colleagues and patients. Interview data were analysed using thematic analysis techniques. RESULTS: Significant differences were reported by interns in six of the nine categories. In one category, “fundamental theoretical knowledge” the GEMP graduates rated themselves significantly less prepared in the basic medical sciences (Pathology, Microbiology and Pathophysiology, p=0.01; Pharmacology, p<0.0001) but highly significantly better prepared in the theory of interpersonal communication, p<0.000001). The GEMP graduates rated themselves significantly better prepared in the other five categories, “medical problem solving” (p=0.009), “holistic patient management” (p=0.0004), “community health” (p=0.0002), “communication skills” (p=0.02) and “self directed learning” (p=0.0001). vii Supervisors reported significant differences in “teamwork” (p=0.045) and “personal attributes” (p=0.045) giving fewer low scores to the GEMP graduates. There were no significant differences between the category scores for colleagues. Qualitative analysis included vertical summaries of interview data and horizontal or comparative interpretations with quotations in order not to lose the voice of the interns, supervisors, colleagues and patients. DISCUSSION AND CONCLUSION: GEMP graduates rated themselves better prepared in those areas which had been identified as reasons for curriculum change but less prepared in specific basic medical sciences. Although these were not reported as significantly different by supervisors or colleagues they require attention. Other than this, according to the judgements of the informants, the competence of GEMP graduates was similar to that of traditional graduates in certain areas and significantly better in others, which appears to justify the major medical curriculum change undertaken at this University.