A Survey Study of Pre-Professionals' Understanding of the Canadian Music Therapy Internship Experience.
Identifieur interne : 000E83 ( Main/Exploration ); précédent : 000E82; suivant : 000E84A Survey Study of Pre-Professionals' Understanding of the Canadian Music Therapy Internship Experience.
Auteurs : Amy Clements-Cortes [Canada]Source :
- Journal of music therapy [ 0022-2917 ] ; 2015.
Descripteurs français
- KwdFr :
- MESH :
- enseignement et éducation : Musicothérapie.
- méthodes : Internat et résidence.
- normes : Compétence professionnelle.
- psychologie : Étudiants.
- Adulte, Canada, Humains, Jeune adulte, Universités.
English descriptors
- KwdEn :
- MESH :
- education : Music Therapy.
- methods : Internship and Residency.
- psychology : Students.
- standards : Professional Competence.
- Adult, Canada, Humans, Universities, Young Adult.
Abstract
BACKGROUND
There is limited research to date on the clinical music therapy internship experience from the perspective of the pre-professional. Further study is required to advance this significant stage in clinician development, as it is an intense period when pre-professionals apply and integrate theoretical knowledge about music therapy into their clinical practice.
OBJECTIVE
This study aimed to: (1) assess the skills, competence, comfort, concerns, issues, challenges, and anxieties of Canadian undergraduate students at two stages in the internship process (pre- and post-internship); and (2) examine whether these perceptions are consistent with published research on internship.
METHODS
Thirty-five pre-professionals, from a pool of 50 eligible respondents (70% response rate), completed a 57-question survey using a five-point Likert scale ranking pre- and post-internship experience and participated in an interview post-study.
RESULTS
Survey results indicate a statistically significant increase in pre-professionals' perceived clinical, music, and personal skill development from pre- to post-internship. Areas of desired skill development included counseling, functional guitar, and clinical improvisation.
CONCLUSIONS
Recommendations for educators and supervisors are provided with respect to areas of focus in undergraduate education and during clinical internship.
DOI: 10.1093/jmt/thv006
PubMed: 26015335
Affiliations:
Links toward previous steps (curation, corpus...)
Le document en format XML
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Further study is required to advance this significant stage in clinician development, as it is an intense period when pre-professionals apply and integrate theoretical knowledge about music therapy into their clinical practice.</p></div><div type="abstract" xml:lang="en"><p><b>OBJECTIVE</b></p><p>This study aimed to: (1) assess the skills, competence, comfort, concerns, issues, challenges, and anxieties of Canadian undergraduate students at two stages in the internship process (pre- and post-internship); and (2) examine whether these perceptions are consistent with published research on internship.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>Thirty-five pre-professionals, from a pool of 50 eligible respondents (70% response rate), completed a 57-question survey using a five-point Likert scale ranking pre- and post-internship experience and participated in an interview post-study.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>Survey results indicate a statistically significant increase in pre-professionals' perceived clinical, music, and personal skill development from pre- to post-internship. Areas of desired skill development included counseling, functional guitar, and clinical improvisation.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>Recommendations for educators and supervisors are provided with respect to areas of focus in undergraduate education and during clinical internship.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">26015335</PMID><DateCompleted><Year>2015</Year><Month>10</Month><Day>09</Day></DateCompleted><DateRevised><Year>2018</Year><Month>12</Month><Day>02</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Print">0022-2917</ISSN><JournalIssue CitedMedium="Print"><Volume>52</Volume><Issue>2</Issue><PubDate><Year>2015</Year><Season>Summer</Season></PubDate></JournalIssue><Title>Journal of music therapy</Title><ISOAbbreviation>J Music Ther</ISOAbbreviation></Journal><ArticleTitle>A Survey Study of Pre-Professionals' Understanding of the Canadian Music Therapy Internship Experience.</ArticleTitle><Pagination><MedlinePgn>221-57</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1093/jmt/thv006</ELocationID><Abstract><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">There is limited research to date on the clinical music therapy internship experience from the perspective of the pre-professional. Further study is required to advance this significant stage in clinician development, as it is an intense period when pre-professionals apply and integrate theoretical knowledge about music therapy into their clinical practice.</AbstractText><AbstractText Label="OBJECTIVE" NlmCategory="OBJECTIVE">This study aimed to: (1) assess the skills, competence, comfort, concerns, issues, challenges, and anxieties of Canadian undergraduate students at two stages in the internship process (pre- and post-internship); and (2) examine whether these perceptions are consistent with published research on internship.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">Thirty-five pre-professionals, from a pool of 50 eligible respondents (70% response rate), completed a 57-question survey using a five-point Likert scale ranking pre- and post-internship experience and participated in an interview post-study.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">Survey results indicate a statistically significant increase in pre-professionals' perceived clinical, music, and personal skill development from pre- to post-internship. Areas of desired skill development included counseling, functional guitar, and clinical improvisation.</AbstractText><AbstractText Label="CONCLUSIONS" NlmCategory="CONCLUSIONS">Recommendations for educators and supervisors are provided with respect to areas of focus in undergraduate education and during clinical internship.</AbstractText><CopyrightInformation>© the American Music Therapy Association 2015. All rights reserved. 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