1. Our Program
Our Key Ingredients
Putting the “Practice” in Public Health Practice Part II:
Creating and Supervising an Ultimate Internship Experience
Melissa J. Kimbrell, Christine K. Morioka, Anne Anderson-Sawyer, MA
University of Maryland School of Public Health, College Park, MD 20742
“The internship has been the single
greatest part of my academic program. I
really feel as though I will graduate
college with a leg up on the competition.”
Professional Development Partnerships
Our program supports a 12 credit, immersion
internship experience for undergraduate seniors in
Behavioral & Community Health. Students apply for
internships from our network of community partners
and commit to working 36 hours per week on site for
15 weeks. In addition to their internship work, students
receive 6 on-campus professional development
seminars, as well as complete academic assignments to
ensure a robust internship experience.
1) Program Coordinator
Architect and sustaining member of the internship program:
supervising Internship Advisors, maintaining longevity of
internship site partnerships, and monitoring quality
assurance.
• Assists individual students in tracking to sites that align with
interests and student strengths
• Applies rich historical knowledge of sites and insight
regarding students to train and prepare support staff
2) Internship Advisors
Internship Advisors (IAs) are part-time, paid graduate
assistants from the department that support the Coordinator
and overall program function. Each IA is assigned
approximately 20 students to supervise each semester.
• Individualize the experience for every student through
ongoing contact, support, and supervision
• Receive rigorous and ongoing training and support to
ensure quality management
• Respond quickly to time-sensitive needs or issues
3) Vetted Sites
Each site receives a thorough approval process to ensure its
compliance to the program’s expectations and requirements,
which include:
• Robust public health internship projects
• An engaging environment for innovative learning
• Access to equipment (i.e. computer, desk)
4) Vetted Preceptors
Preceptors are the supervisors at each internship site. They
receive orientations and regular refresher conversations to
outline the program expectations.
• Commitment to mentorship and the shared mission of
student-centered learning
• Provide ongoing mentorship of students
• MPH or 5+ years of public health experience
5) Well-Prepared Students
Skill-based academic program with professional focus
prepares students for internships.
• Students interview and are selected by sites
ConWlict Resolution
Our degree program provides a skill set that translates
into a variety of public health organizations. The
graphic below displays the categories of sites we most
often partner with to provide diverse, engaging
internship opportunities for our students.
Students are engaged with seminars, small group
discussions, assignments, as well as internship
evaluations to propel professional growth.
• SEMINARS: Students attend 6 seminars which
introduce topics that range from professional
etiquette, to the graduate school application process,
to a structured approach to the job search.
• PERFORMANCE EVALUATIONS: Preceptors are
asked to conduct 2 standardized, formal evaluations
with students. This requirement provides feedback
about progress and areas for student growth.
• ASSIGNMENTS:
1. ReWine resume and conduct an internet self-audit.
2. Facilitate a formal poster presentation at UMD.
3. Complete a networking log and conduct an
informational interview.
4. Conduct a job or graduate school search.
Student Accountability
1) Internship Work Plan (IWP)
A formal document, developed by the intern, that outlines
each of their projects. This plan must be approved by the IA
and preceptor to ensure the projects align with degree
program competencies. Example projects include:
• Conducting community needs assessments
• Analysis of qualitative and quantitative data
• Community outreach with underserved populations
2) Biweekly Emails
Emails written by students based on standardized prompts
to elicit insight on progress, promote reWlection on
professional development, and to monitor for robust public
health activities throughout the semester.
3) Hours Log
Interns keep a daily log of all hours worked throughout the
semester. Preceptors sign these logs to assure on-site
accountability.
4) Site Visits
IAs visit every student’s site at least once. The site visit
allows for the preceptor, student, and IA to meet and discuss
student progress and identify areas for professional growth.
Visits also permit preceptors and IA’s to remediate any
issues related to the student or the site.
5) Portfolio
Each student develops a Winal program portfolio containing
deliverables from their undergraduate academic and
internship experience. It is a comprehensive tool for future
job or graduate/professional school interviews.
Critical Steps for Successful Problem Resolution:
1. Immediately respond, formulate a plan and coach intern
to attempt resolution. Direct intervention by IA as needed.
2. Maintain follow-up with student and preceptor.
Case Study: Preceptor Suddenly Resigns
PROBLEM: Site preceptor suddenly resigns with no
explanation, leaving 3 interns unsupervised at a DC
government agency. Interns immediately notify IA and
help identify a possible replacement preceptor. The only
available replacement is a busy, executive-level manager.
RESOLUTION: Within 24 hours, the IA meets with the
proposed replacement preceptor to ensure mentorship
and continued robust activities. IA continues to
communicate with the interns and new preceptor to help
manage and foster a smooth transition.
Sustainability Student Satisfaction
“I have personally found it very gratifying to work with the University
of Maryland School of Public Health to nurture the next generation of
public health professionals.”
–Talya Frelick, Intern Preceptor and Interim Director of Operations, Adventist Healthcare Center for
Health Equity and Wellness
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Rating
Figure 1. Student satisfaction ratings of main program components.
Data reWlects exit survey data collected from the Fall 2015 semester
cohort (n=65).
Satisfaction Ratings of Main Program Components Critical components of program sustainability:
• STRATEGIC SUPERVISION: Strategic assignment of
students to IAs based on historical knowledge of site
and student.
• RAPID RESPONSE: Effective and timely response to
any issues.
• ONGOING COMMUNICATION: Regular
communication between organizations hosting
students and the academic side.
• STRATEGIC PARTNERSHIPS: Site partnerships that
support the competencies of our degree program and
are based on a philosophy of mentorship.
• COMPREHENSIVE DATABASE: A web-based database
of vetted host organizations for students, which
manages site information and contributes to the
longevity of site partnerships.