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Competencies and Communications between Academic and Internship Training

Competencies and Communications between Academic and Internship Training. Working Group Members. Sherry Benton Carrie Winterowd Julie Savage Kathlyn Dailey Susan Young Brian Johnson Pam Monroe Betsy Asserson. Mary Jo Loughran Salina Renninger Joyce Illfelder-Kaye Greg Keilin

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Competencies and Communications between Academic and Internship Training

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  1. Competencies and Communications between Academic and Internship Training

  2. Working Group Members Sherry Benton Carrie Winterowd Julie Savage Kathlyn Dailey Susan Young Brian Johnson Pam Monroe Betsy Asserson • Mary Jo Loughran • Salina Renninger • Joyce Illfelder-Kaye • Greg Keilin • Karen Taylor

  3. Major Issues Discussed • Pressures have increased to insure trainees are prepared for independent practice immediately after internship. • Both Academic TD’s and Internship TD’s feel greater need for collaborated effort in competency development in our trainees. • Supply and demand discrepancy makes honest discussion of trainee strengths and growth edges extremely difficult prior to the match.

  4. Major Issues Discussed • We need to create strategies and procedures that help maximize the continuity between academic programs and internships to facilitate the growth and development of each graduate student/intern.

  5. Goals/Outcomes for Future Procedural recommendations Structured conversation between the Academic TD and the Internship TD. This would most likely occur after the match and around the time academic programs complete their annual evaluation of students. Planning conversation between the ATD, the ITD and the graduate student for training planning Conversation between the ATD and the ITD around two months in to the internship to discuss how things are going.

  6. Internship TD questions • 1) Above and beyond the AAPI, is there anything that you didn’t feel comfortable to share that would be really helpful to know now? Professional strengths and areas for growth…… • Refer to the foundational and functional competencies….. • Focus on foundational competencies • 2) Tell me about your student’s interpersonal style---How do they relate to faculty, students, clients? • (How has __________ adjusted to your training culture?) • 3) What might you see as the strengths and challenges as _____ enters a new system, such as ours? • --entering doc program….. • --entering practicum….. • Program can decide who do the contact…..academic TD versus advisor • 4) How has _____ relate to their student cohort during their academic training so far? • 5) How does _____ respond to different forms or strategies of feedback? • 6) What have you found about the whole feedback process that would be helpful for us to know?

  7. Academic TD questions • 1) What would be helpful to know about your internship program that would help us prepare ____ for becoming an intern that might not be obvious from your materials/website……? • (goals and expectations) • 2) What kinds of things have entering interns struggled with in adjusting in entering your system and/or being in your system? • e.g., • Dress • Timeliness • Feedback • Team work • Cohort issues • Professional responsibilities and workload • Managing stress and self-care • Support system • Other issues • (check in on navigating) • 3) What makes an intern successful at your site? (to help with mentoring)…………………. • Statement: I’d like to be kept informed about how the student in doing……if there are any problems that are starting to arise, we would appreciate knowing this and being involved early in the process. (Much before the mid-term evaluation) • (What can we do on our end to best prepare our student for that transition to internship?) • Are there guaranteed failure buttons? • APPI waiving—students giving permission for academic and internship TDs to communicate with one another…… • Reminding both sides have been authorized by the student on the APPI. • How did you evaluate your students? How did that process go?

  8. Next Steps & Opportunities for Involvement • Continue developing suggested discussion questions • Continue developing procedures for maximizing continuity of training • Develop informed consent procedures for students • Pilot implementing these ideas in our own programs • Carry these ideas forward to other training councils

  9. Next Steps & Opportunities for Involvement • Memberships of CCPTP and ACCTA will be informed of the ideas from our working group. • We’ll get input from our membership and revise and refine • Pilot in our programs, discuss how it went, revise and refine • Report all of this to APPIC, CCTC and other interested parties.

  10. Contact Information for Getting Involved • Carrie Winterowd CCPTP • Kathlyn Dailey ACCTA • Sherry Benton ACCTA

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