by Holly L. Tumlin, Pharm.D., PGY1
Pharmacy Practice Resident, The Johns Hopkins Hospital
Over
the past several decades, internships have become increasingly popular for
college students and young professionals.
As students complete their final stages of training and prepare to enter
an extremely competitive work force, internships have been marketed as a way
for students to distinguish themselves from their peers. Internships.com
recently reported that in 2012 an estimated two-thirds of all college graduates
completed some form of internship and 69% of companies offered full time
positions to their interns.1 The National Association for College
and Employers (NACE) defines an internship as:
“…a form of experiential learning
that integrates knowledge and theory learned in the classroom with practical
application and skills development in a professional setting. Internships give students the opportunity to
gain valuable applied experience and make connections in professional fields
they are considering for career paths; and give employers the opportunity to
guide and evaluate talent.” 2
It is
important to remember that internships are a form of experiential
learning. Other experiential learning
experiences recognized by the NACE include volunteering, student organization
leadership, campus involvement, faculty-led research projects, study abroad programs,
student employment/work-study, and service learning.2 The internship
is unique in that it is often run by professionals who have not been formally trained
to be educators. My goal is to provide
current and future internship programs with a few tools and resources to expand
and improve this important method of education.
It is
not by happenstance that the pursuit of experiential learning experiences has
increased among students. Internships offer
a variety of opportunities that are essentially impossible to replicate in the
classroom. A few examples include direct
experience in an area of interest, working under the supervision of
professionals or experts in the field, building on classroom knowledge through
application, and learning through problem solving and creative thinking.2
Employers should remember that interns are
adult learners and benefit from learning techniques and strategies that capitalize
on these assumptions:3
1. They are independent and self-directed
2. They have accumulated experience,
which is a rich resource for learning
3. They value learning that
integrates with the demands of their everyday life
4. They are more interested in
immediate, problem-centered approaches to learning than in subject-centered
ones
5. They are more motivated to learn
by internal drives than by external ones
Interns
benefit from projects and experiences that allow them to test their
independence. As with any other
employee, interns still need to be held accountable for their work but be
allowed to develop their own path to achieve the final goal. Through this type of learning environment,
the company will benefit from the innovative ideas that interns can bring from
their past experiences.
When
starting an internship, it is often difficult to know where to begin. Organizations such as the National Association of Colleges and Employers (NACE) provide programs
with guidelines to help facilitate a quality experience for the intern. Some of the recommended standards by NACE
include:2
· The experience must be an
extension of the classroom: a learning experience that provides for applying
the knowledge gained in the classroom.
It must not be simply to advance the operations of the employer or be
the work that a regular employee would routinely perform.
· The skills or knowledge learned
must be transferable to other employment settings.
· The experience has a defined
beginning and end, and a job description with desired qualifications.
· There are clearly defined learning
objectives/goals related to the professional goals of the student’s academic
coursework.
· There is supervision by a
professional with expertise and education and/or professional background in the
field of the experience.
· There is routine feedback by an
experienced supervisor.
· There are resources, equipment,
and facilities provided by the host employer that support learning
objectives/goals.
For
the learner to achieve the full benefit from completing an internship there
needs to be a process of self-evaluation and feedback. During these assessments, the employer should
access the intern’s progress as well as make necessary changes to the program
to help the intern meet the program’s objectives. A great model for this practice would be the
ADDIE Model. This model is a frame work
that consists of five phases: Analysis, Design, Development, Implementation,
and Evaluation.4 Through
these steps, the educator is able to constantly assess the learner and make
necessary changes to improve outcomes.
Especially
in this climate of economic uncertainty, graduates and qualified professionals need
to expand their educational experience through programs like internships. As more employers step into the educator role,
it is important to provide these individuals with the tools to provide
students with quality educational experiences that enable them to reach
their full potential as well-qualified members in their field.
References:
1. Internships
Survey Reveals the Increasing Importance of Internships for Both Students and
Employers. Internships.com. 06 Dec 2012. Accessed on 1 Mar 2013.
2. NACE
Position Statement on U.S. Internships - A Definition and Criteria to Assess
Opportunities and Determine the Implications for Compensation. National Association of Colleges and
Employers. June 2012. Accessed on
1 Mar 2013.
3. Kaufman DM. Applying
educational theory in practice. BMJ 2003; 326: 213-216.
4. Allen WC. Overview and
Evolution of the ADDIE Training System.
Advances in Developing Human Resources 2006; 8: 430-41.
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