Learning in vivo

A conceptual framework for a self-regulated internship model

Roy and Sykes (2017: 7-13) adapted the Zopiatis & Constanti’s (2012) conceptual framework, image immediately below, into a tabular-format, starting with the planning stage, and extended it for the virtual environment.

Zopiatis & Constanti’s (2012)

The Roy and Sykes (2017) conceptual framework for a self-regulated internship model, comprising four-tables, is summarised in the four quadrant table below.

1. Plan ·         Curriculum design, internship specific learning objectives, learning materials ·         Undertaking of mutual commitment signed ·         Role clarification, clear job description, mentoring/supervision, oversight/coor-dination and on-boarding ·         Host organisation policies and procedures ·         Quality assurance measures, standards and evaluation ·         Pre-internship seminar

2. Engage — The virtual Internship ·         Experience diary, activity logging, recording, reflective journaling and tracking ·         On site orientation, training, supervision ·         Assessment, by means of rubrics, of work and progress ·         Discussions and sharing through LMS ·         Feedback to guide the learning experience and intervention

4. Reflect and Reflect ·         Formal reflection, e.g. e-portfolio ·         Evaluation, rubric submission online by supervisor ·         Self-assessment by students ·         Reflective discussion ·         Building a virtual wall of wisdom ·         Stakeholder survey to improve programme

3. Assimilate ·         Interaction with the learning experience ·         Guidance to students through LMS ·         Connection of theory to practice by LMS ·         Online simulations and role-play opportunities ·         Dedicated discussion boards with guided questions ·         Collaboration, cooperation and communication ·         Review of curriculum by stakeholders

The Roy and Sykes (2017: 10) framework includes a fifth table, namely the “student’s self-regulated component of the hospitality internship learning process”, which among others entail each student’s responsibility to secure one or more opportunities with host organisation for a (paid or unpaid)4 to 6-week internship, by requesting a chance to do a project. This may entail volunteering at a professional association conference; working part-time for free; or some innovative idea. Roy and Sykes (2017) further encourage conducting Internet searches for internships; perusing industry journals; attending career fairs; and establish and maintaining relationships with career services. They urge the demonstration of undeniable work ethic, drive, motivation, initiative, and commitment by students. The self-regulated model, they submit, encourages students to negotiate, build self-confidence, utilise critical thinking and develop personal goal setting. Roy and Sykes (2017) argue that within the virtual (or distance) education environment students are already self-regulated (SRL) or self-directed (SDL). While the theoretical backgrounds of SRL and SDL may differ, it results in the student ultimately being responsible for much of the learning process. With SRL, the task is set by the lecturer, whereas with SDL tasks are initiated by the student. With self-regulated learning within the distance environment, the student would be responsible for finding an organisation at which to conduct the activities, which constitutes the self-direction.

Roy and Sykes (2017) report (p. 2) that in “recent years, the literature is increasingly more focused on online internships and their value to students in different disciplines” and cite several authors. They found that the “general consensus is that learning the ins and outs of an industry virtually, using contemporary internship methods, strengthens the students’ expertise and better prepares them for future workplace environments”. They observe that literature reflects that students gain significant benefits from real-life experience irrespective if “an internship, an externship, community project, or field experience”. It is reported that employers say that the completion of a supervised and evaluated internship, or community-based project, would ensure that college graduates possess the needed knowledge and skills. Connecting students from a virtual academic programme with employer organisations, however, is challenging, which prompted Roy and Sykes (2017) to develop “a self-regulated internship model applicable to an online hospitality curriculum”.

Roy, J. & Sykes, D. 2017. A review of internship opportunities in online learning: building a new conceptual framework for a self-regulated internship in hospitality. International Journal of E‑Learning & Distance Education, 32(1). Electronically accessible from http://www.ijede.ca/index.php/jde/article/view/1027

Zopiatis A. & Constanti, P. 2012. Managing hospitality internship practices: A conceptual framework. Journal of Hospitality & Tourism Education, 24(1), 44-51. Electronically accessible from https://doi.org/10.1080/10963758.2012.10696661

pro et contra of virtual sub-internships on career perceptions

The value of work-integrated learning (WIL, originally identified as cooperative education) as career choice clarifier or verifier, has been advocated for more than a century. Ooi and Ooi (2020) in this regard indicate that the “SARS-CoV-2 pandemic has left a huge impact on the career perceptions of trainees and medical students globally”. They elaborate stating that sub-internships have been serving as stepping stones to successful residency programme applications, in that international medical graduates (IMGs) were given the opportunity during final year at medical school to learn about specific residency programmes, and to assess if they are a ‘good fit’, prior to applying. The cancellation of sub-internships or clinical rotation of 4^th year medical students, meant a loss of opportunities to build meaningful relationships; to demonstrate personal level of competence; to gain mentorship; and to acquire letters of recommendation. Some hospitals fortunately organised virtual sub-internships, which entail a series of webinars presented by current residents and programme directors to at least provide insight into the nature, ethos, and values of the residency programme, the hospital, and the team members. Ooi and Ooi (2020) highlight several ‘pros and cons’ (pro et contra) pertaining virtual sub-internships.

Pros:

• Multiple virtual participation within a similar time frame to an in-person sub-internship, affording a more informed choice about which residency programme/s to pursue
• Potential networking opportunities
• No prerequisite requirements or physical constraints limiting participation
• Participation is free and access from comfort of own space

Cons:

• Value of virtual inferior to actual, with no opportunity to demonstrate abilities or work towards a recommendation
• Connection building and gaining mentoring are restrained
• Limited success rate with cold emails
• Partisan and impersonal experience

Ooi, R. & Ooi, S.Z.Y. 2020. The role of virtual sub-internships in influencing career perceptions: an international medical graduate perspective. Medical Education Online, 25:1, DOI: 10.1080/10872981.2020.1821463