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Specialized Care Centers and Settings-II01:30

Specialized Care Centers and Settings-II

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International Nursing Organizations II

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Related Experiment Video

Updated: Jul 7, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Rural internships for final year students: clinical experience, education and workforce.

T K Sen Gupta1, R B Muray, A McDonell

  • 1School of Medicine, James Cook University, Townsville, Queensland, Australia. Tarun.Sengupta@jcu.edu.au

Rural and Remote Health
|February 15, 2008
PubMed
Summary
This summary is machine-generated.

James Cook University

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Last Updated: Jul 7, 2026

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology
09:55

Bridging the Technology Divide in the COVID-19 Era: Using Virtual Outreach to Expose Middle and High School Students to Imaging Technology

Published on: September 28, 2022

Area of Science:

  • Medical Education
  • Rural Health
  • Health Workforce Development

Background:

  • James Cook University School of Medicine is the sole medical school in northern Australia, focusing on rural, remote, Indigenous, and tropical health needs.
  • Since 2005, all final-year medical students have completed an eight-week rural internship, following earlier rural placements and specific rural health coursework.
  • Students gain clinical experience in rural hospitals, undertaking supervised inpatient and outpatient duties, including after-hours work.

Purpose of the Study:

  • To describe the development, implementation, and initial assessment of the rural internship program (2005-2007).
  • To evaluate the program's effectiveness in preparing medical students for rural practice.
  • To assess the program's impact on the rural healthcare system and workforce.

Main Methods:

  • Program development and implementation details are described.
  • Evaluation involved student questionnaires, site visits, interviews with students and preceptors, and follow-up teleconferences.
  • Assessment of students included a learning portfolio, multi-source feedback, a population health project, and a telephone referral exercise.

Main Results:

  • The rural internship provided valuable, varied clinical experience, enhancing student confidence and readiness for internship.
  • Students were not a burden to the system, meeting educational needs while potentially augmenting the rural workforce.
  • Students reported positive community integration and improved understanding of rural healthcare dynamics; successful preparation was key.

Conclusions:

  • The rural internship model enhances traditional apprenticeships through its rural focus, distributed nature, and full cohort involvement.
  • It facilitates a consultant-registrar-resident model, leveraging experienced rural doctors for teaching and support.
  • This innovative approach addresses rural preceptor time constraints, offering a sustainable model for medical education and rural workforce development.