Practice report on a credit-based internship for Medical Sciences students: Examining educational effects through fundamental skills for working adults and qualitative content analysis

This study examined the educational outcomes of a credit-based internship program for third-year university students majoring in Medical Sciences, focusing on changes in their Fundamental Skills for Working Adults and career awareness.

Participants were 57 third-year students from the Faculty of Medical Sciences at University A enrolled in a credit-based internship course. On completion of the internship, a web-based questionnaire was administered. The survey included self-evaluations of Fundamental Skills for Working Adults, Likert scales to evaluate subjective learning outcomes, and open-ended responses. Quantitative data were analyzed using descriptive statistics, and qualitative data were categorized using qualitative content analysis.

Forty-two students responded to the questionnaire (response rate: 73.7%). For Fundamental Skills for Working Adults, more than 80% reported improvements in Proactivity, Active Listening, Situational Awareness, and Discipline. Subjective evaluations showed high overall satisfaction, with 97.6% of respondents reporting being either "very satisfied" or "satisfied," and 95.2% reporting changes in future vision and career awareness. Qualitative analysis yielded five categories, including "multifaceted understanding of medical settings and workplaces" and "concretization of career visions."

Credit-based internships can effectively contribute to the development of Fundamental Skills for Working Adults and enhance career awareness among Medical Sciences students.