The Effect of Allied Health International Internships on Subsequent Internships

Autor/inn/en	Hawkins-Pokabla, Julia; Brzuz, Amy; Prier, David
Titel	The Effect of Allied Health International Internships on Subsequent Internships
Quelle	In: International Journal of Teaching and Learning in Higher Education, 34 (2022) 1, S.108-117 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Outcomes of Education; Allied Health Occupations; Occupational Therapy; Internship Programs; Masters Programs; Field Experience Programs; College Faculty; Comparative Analysis; International Education; Active Learning; Foreign Countries; Study Abroad; Scores; Intervention; Graduate Students; Ecuador; India; United States + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Gesundheitsberuf; Beschäftigungstherapie; Berufspraktische Ausbildung; Magister course; Magisterstudiengang; Praxisnahes Lernen; Fakultät; Internationale Erziehung; Aktives Lernen; Ausland; Studies abroad; Auslandsstudium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Indien; USA
Abstract	Minimal research exists investigating the effect short-term international allied health internships have on subsequent higher-level internships. In occupational therapy, these internships are called fieldwork. Researchers completed a retrospective data analysis of the Level II Fieldwork evaluation scores of 274 occupational therapy students attending a Master of Science program. Final Level II Fieldwork performance evaluation scores were compared between one group of 212 students who completed a domestic Level I Fieldwork and 62 students who completed a faculty-led international Level I Fieldwork. An independent t-test comparing all areas of Level II Fieldwork performance revealed that students who attended an international Level I experience scored statistically higher in the Fieldwork II evaluation sections of basic tenets and intervention skills on their second Level II Fieldwork. The corresponding p-value for the basic tenets section was 0.020. Similarly, the average score for intervention skills was significantly higher in the international cohort with a p-value of 0.012. Results show statistical significance in two of the seven evaluation sections for students who completed a faculty-led international Level I Fieldwork supporting the active learning pedagogy that was applied during Level I Fieldwork. Findings provide evidence to support the hypothesis that international fieldwork experiences have a positive effect on student outcomes. Study results can be considered across professional disciplines. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: https://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01