The purpose of this qualitative study was to explore intern's perspectives on how the professional environment impacts their well-being. In-depth, semi-structured interviews were conducted in March and April of 2009 with seventeen interns from residency programs in a variety of specialties at an urban teaching hospital. Investigators coded interview transcripts line-by-line, and identified recurrent themes through an iterative process of analyzing tagged quotations. Three themes (each with three sub-themes) characterized aspects of the professional environment that interns perceived as impacting their well-being: 1) high-quality education (workload, work hours, and quality and quantity of teaching), 2) professional development and satisfaction (making a meaningful contribution to patient care, positive feedback and extrinsic reward, and balance of autonomy and supervision), and 3) social and emotional support from colleagues (feeling supported by the residency program, cooperative team environment, and intern community). These aspects of the professional environment have the potential to significantly impact intern well-being, and should be taken into consideration when developing new systems, interventions and policies to improve the well-being of interns.

In November 1999, financial losses led the University of California at San Francisco Medical Center (UCSF) to close all inpatient services at Mount Zion Hospital, a community teaching hospital affiliated with UCSF since 1990. As a result of the closure, Mount Zions primary care residency program (MZPC) was merged with UCSFs university-based primary care program. We examined these events in the context of three major currents in U.S. health care: containment of rising health care costs, financial pressures on teaching hospitals, and the shifting priorities in graduate medical education with respect to subspecialty medicine and primary care. As part of this descriptive study, we investigated the impact of the Mount Zion closure on all UCSF internal medicine residents who were in training at the time. Using a cross-sectional survey, we found that a majority of residents felt the closure was harmful to their training, but that reasons varied by program affiliation. Many specific areas of training remained unaffected. Low morale correlated with abandonment of generalist career plans among some primary care residents (p=0.02). We concluded that the perception of harm reflected a temporary reaction to change rather than actual harm to the quality of the programs, and that while attrition from generalism may have resulted from disillusionment by some residents, it more likely reflected a national decline in interest in primary care since 1997. We also concluded that the closure of Mount Zion and its residency program was a consequence of the shifting emphasis toward subspecialization in the U.S. and is a harbinger of further changes in that direction.

Several studies have documented a deficiency in the delivery of preventive services to adolescents during physician visits in the United States. In many instances, a correlation has been noted between insufficient training and provision of adolescent medicine services in the practicing physician population. The American Medical Association, American Academy of Pediatrics, American Academy of Family Physicians, American College of Obstetrics and Gynecology and Society for Adolescent Medicine recommend adolescent providers deliver comprehensive health services to teenagers. This study sought to assess and compare Pediatric, Family Medicine and Obstetric-Gynecology resident perceptions of their responsibility, training, experience and comfort with providing comprehensive health care services adolescents. We asked residents to identify the following: (1) adolescent health services they considered part of their scope of practice in their respective field; (2) the level of training they had received with regard to select adolescent health services; (3) the experience they had performing select clinical activities with adolescents; and (4) their comfort with aspects of adolescent care. We further asked two questions to test resident knowledge of an adolescents right to consent to contraception or an abortion without parental notification in the state of their residency. A total of 87 residents (31 Obstetric-Gynecology, 29 Family Medicine and 27 Pediatric) were surveyed. Most residents from all three fields felt the full range of adolescent preventive and clinical services represented in the survey fell under the scope of their practice. Most residents also reported high levels of comfort with examined aspects of adolescent care. In regard to some activities, the positive scope and comfort responses were matched by high reported levels of training and experience, including defining confidentiality; counseling about eating, exercise and obesity; counseling about substance abuse; and discussing STDs, sexual partners and contraception. However, for multiple key adolescent services, considerable discrepancies existed between reported levels of training and experience and the positive responses concerning scope and comfort. In particular the results of study suggested all residents need considerably more training and experience with mental health issues, referring teenagers for substance abuse treatment, and addressing physical and sexual abuse. Overall, there were also significant differences between fields. Family Medicine residents reported the greatest potential for providing comprehensive health care. However, they suffered from the overall deficiencies in training and experience noted above. Obstetric-Gynecology residents reported deficiencies in the provision of several preventive counseling and general health services. Pediatric residents reported multiple deficiencies in the provision of sexual health services. Our results indicate, at this time and in the near future, it is unlikely that adolescents will be able to obtain the full range of recommended preventive and clinical services in a single physician visit unless residencies programs actively incorporate increased training in the full range of adolescent preventive and clinical health services.

The Association of American Colleges and Universities considers internships as one of several “High Impact Educational Practices.” While these experiential learning exercises are not new, there are resurgent calls for universities to help students find and engage in more internship experiences before completion of their undergraduate degrees. At the same time, however, the US Department of Labor has strict guidelines as to what constitutes “internships” and what constitutes “unfair labor practices.” While there is a history of the private and public sectors creating internships for students in professional-degree programs and business schools, a need exists for more internships for humanities students—particularly English and writing students. This dissertation examines considerations for faculty members working with English majors to develop internship initiatives with structures that have pedagogical foci and follow the US Department of Labor internship guidelines. Using a case study approach, this project examines the growth of Georgia State University’s English Department internship program over the past twenty years. Through exploration into the opportunities, locations, and structures relevant to an urban university, the study reveals how faculty members designed a student-focused program that serves students, the university, and the community. Relying largely upon the review of departmental archives; a study of the history of GSU in the Atlanta community; interviews with faculty members and internship providers; and an exploration into the terms “intern” and “internship,” the dissertation ultimately sets forth considerations for those working with student internship programs and a model for college and university internship program evaluation.

This qualitative content analysis examines the nature of experience of public relations and advertising interns. Three decades of scholarly inquiry into the internship experience has provided little insight into the actual experience of the interns themselves. Yet what is learned directly from their individual experience can provide both educators and professionals valuable insight for enhancing the learning process. The following study is a qualitative content analysis of journals and focus groups of undergraduates enrolled in public relations and advertising internships/practicums. The interns' experience follows four themes: (1) the perception of importance; (2) perceived learning benefits; (3) influence of supervisors; and (4) the quest for meaningful work. Through these themes, the experiential learning cycle is evidenced as students reflect, conceptualize, and experiment through their experience.

Förutom att uppfylla gällande regler och riktlinjer för rollen skall den som är verksam som handledare för studenter i deras fartygsförlagda utbildning även känna ett stöd från arbetsgivare och kollegor. Syftet med studien var att undersöka om handledarna upplever att de får detta stöd och även undersöka vad lärosäten, SUI och studenter kan göra för att underlätta handledningen. Studien har genomförts med en kvalitativ metod med semistrukturerade intervjuer ansikte mot ansikte. Fem respondenter intervjuades var för sig mellan den 24:e februari och den 11:e mars 2014. Resultatet visade att det finns utrymme för förbättringar i form av olika sorters stöd till handledare. Majoriteten av respondenterna ansåg sig behöva mer stöd i form av utbildning, seminarier, extra avsatt tid för handledning, information om kommande studenter, deras kursplaner och förväntade studieresultat samt även att få återkoppling från studenter vid avslutad praktikperiod. / Except to fulfil the current rules and guidelines, persons that are active in the role as preceptors for students in their on board training shall experience a support from their employer and their colleges. The purpose of this study was to examine if the preceptors experience that they´re getting that support and also to examine what HEIs, internship administration and students themselves can do to support the preceptors. The study was implemented with a qualitative approach through semi-structured interviews. The interviews were carried out face to face with five respondents between February 24th and March 11th 2014. The results showed that there´re room for improvement in form of various kind of support for the preceptors. The majority of the respondents’ experience that they need better support in terms of education, seminars, extra time set aside for tutoring, information about the forthcoming students, their syllabuses and expected learning outcomes as well as receiving feedback from the students on completion of the internship.

Thesis (M.P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2007. / Source: Masters Abstracts International, Volume: 45-05, page: 2467. Adviser: Alfred McAlister. Includes bibliographical references.

Thesis (Psy. D.)--Wheaton College Graduate School, 2008. / Abstract. Includes bibliographical references (leaves 45-48).

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], vi, 55 p. : ill. Includes bibliographical references (p. 33).

Thesis (M.A.)--Lancaster Bible College, 2004. / Abstract. Includes bibliographical references (leaves 89-91).