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Assessment Of Training And Internship Programs In Hospitals Based On A Survey On Tehran University Of Medical Sciences Students
Fereshteh Farzianpour, Mohamad Reza Eshraghian, Amir Hossein Emami , Shayan Hosseini,
Volume 8, Issue 5 (1-2015)
Abstract

 Background and Aim: Every educational system, whether micro or macro, needs its training programs to be studied and educationally evaluated. This study aims to assess training and internship programs in hospitals based on surveying the students of Tehran University of Medical Sciences (TUMS).

 Materials and Methods: This is a cross-sectional study with survey descriptive design. The data collection tool was a questionnaire with 14 five-point Likert style items. The TUMS Educational Development Center (EDC) surveyed all 185 students of training and internship programs, using a questionnaire with the Cronbach’s alpha coefficient of 0.81 in 2011, in order to adjust the education with the society’s needs and to improve its quality.

 Results: The mean assessment scores of training and internship programs were 3.32%, 2.98%, 3.38%, and 3.29% for applied training, mental skills, communication skills, and practical skills courses, respectively.

 Conclusion: The students’ satisfaction rate regarding the quality of educational courses of training and internship programs was 50.2%. Educational authorities have made necessary attempts to implement these programs and use potential resources for realizing the objectives and achieving the educational quality however, they should make further attempts in this regard.


Planning, Implementation, and Evaluation of a Summer School of Laboratory Skills Prior to Internship Based on the Repetition Activity in Education for Bachelor of Medical Laboratory Science Students
Mohammad Ahmadian, Zahra Molaei, Monireh Rahimkhani, Shaban Alizadeh, Fariba Nabatchian, Nasrin Dashti, Hamid Choobineh, Bahram Nikmanesh, Yoosef Erfani, Mehdi Zavvar, Reza Afrisham, Ziba Majidi, Alireza Latifi, Mohammad Ebrahimi Siahboomi, Azade Omidkhoda,
Volume 20, Issue 1 (4-2026)
Abstract
Background and Aim: Preparing laboratory sciences students for clinical internship requires enhancing practical skills and effective review of theoretical topics taught in the early years. This study aimed to design, implement, and evaluate a summer school for laboratory skills to improve students’ preparedness before entering clinical internships.
Materials and Methods: This study was conducted over two consecutive academic years (2022–2023 and 2023–2024) at the School of Allied Medical Sciences, in collaboration with the Departments of Laboratory Sciences, Hematology and Blood Transfusion, and Medical Information Sciences. Educational needs were identified through literature review and unstructured interviews. Subsequently, six specialized hands-on workshops were designed and conducted, covering Hematology and Blood Banking, Biochemistry, Immunology and Serology, Microbiology, Parasitology, and Hormone Assays. The quality of the courses was assessed with a researcher-made questionnaire. The questionnaire was designed based on a literature review and considering the research objectives. The face and content validity of this questionnaire was qualitatively reviewed and confirmed by experienced teachers (5 members of the faculty of the Laboratory Sciences Department), and its reliability was calculated and confirmed based on Cronbach’s alpha coefficient of 0.92. The questionnaire items measured the level of student satisfaction with a 5-point Likert scale from completely disagree (1) to completely agree (5). Statistical analysis was performed using SPSS statistical software. The effect of the courses on the students’ competence after the internship was also measured with the questionnaire.
Results: Based on the results of the questionnaires completed by the students, 93.3% of the participants expressed their satisfaction with the overall implementation of the summer school. Further details showed that 91.6% of the students believed that the summer school was effective in improving their practical skills. Also, 78.8% of the participants gave a positive rating to the educational environment provided for practical learning, and 93.9% expressed their satisfaction with the supervision and feedback provided by the professors. Based on the results of the questionnaires after the end of the 12-unit internship, on average, 77.7% of the students stated that participating in the summer school increased their self-confidence and ability to perform laboratory tests during the internship. Also, 66.6% of the participants evaluated the course as an effective factor in improving their readiness to enter the clinical hospital environment. More than 90% considered the workshops useful for consolidating knowledge.
Conclusion: It seems that the summer school increased students’ satisfaction and preparedness for entry into the clinical environment. It is recommended that such programs be integrated into the laboratory sciences curriculum.

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