University of Michigan
School of Public Health
Office of Public Health Practice
Field Experience
Preceptor Handbook
2011-2012
Table of Contents
Section
Page
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Purpose and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Steps to Developing a Field Experience for UM SPH Students . . . . . . . . . . . . . . . . . . . .
Important Things to Remember . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Field Experience
Project Description Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intent to Hire/Accept Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graduate Student Field Experience
Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mid-Point Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Evaluation of UM SPH Graduate Intern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CTools Friend Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Field Requirements by UM SPH Department
Environmental Health Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Epidemiology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Health Behavior and Health Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Health Management and Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graduate Student Field Experience Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graduate Student Field Experience Final Report . . . . . . . . . . . . . . . . . . . . . . . . . .
IRB Decision Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Student Internship Abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School of Public Health Policy on the Field Experience Credit Reduction . . . . . . .
3
4
8
18
19
Field Experience Preceptor Handbook 8/2011
21
23
25
26
27
31
35
37
38
39
42
43
44
45
48
2
INTRODUCTION
The Office of Public Health Practice (Practice Office) at the University of Michigan School of Public
Health (UM SPH) collaborates with a variety of organizations/agencies to train the future public health
workforce. A field experience provides UM SPH students with an opportunity to integrate classroom
learning with public health practice. UM SPH graduate student interns benefit the organization/agency
and themselves through the development and completion of a pre-defined project that assists the
organization/agency in addressing an unmet need. The experience assists the student in developing
public health skills and competencies.
Students in the departments of Environmental Health Sciences, Epidemiology, Health Behavior and
Health Education, and Health Management and Policy are required to complete a field experience the
summer between their first and second years. Specific departmental field experience requirements can
be found in the appendices.
The student field experience advances the mission of UM SPH:
The University of Michigan School of Public Health seeks to create and disseminate knowledge with the
aim of preventing disease and promoting the health of populations worldwide. We are especially
concerned with health equity and thus have a special focus on disadvantaged populations who suffer
disproportionately from illness and disability. We serve as a diverse and inclusive crossroads of knowledge
and practice, with the goal of solving current and future public health problems.
The Practice Office’s mission is to strengthen the relationships among academia, practitioners, and
community organizations in public health practice. The field experience provides an essential
component in linking these relationships. The Practice Office’s field experiences meet specific UM SPH
goals:
1.
2.
To partner with academic, government, practice and lay communities to facilitate reciprocal learning
and the application of scholarship that contributes to improving population health.
To serve as a valued resource in supporting the efforts of communities and public health
organizations to address their priority health issues and challenges.
What is a Field Experience?
A field experience is any carefully monitored work in which a student has intentional learning goals and
reflects on the learning throughout the experience. Characteristics of a UM SPH field experience
include:
 Minimum of 325 work hours
 Completion between May and August
 Part-time or Full-time
 Paid or Unpaid
 An intentional learning agenda with activities that include: learning objectives, observation,
reflection, evaluation and assessment
 An effort to establish a reasonable balance between the intern’s learning goals and the specific
needs of the organization
Field Experience Preceptor Handbook 8/2011
3
How do field experiences benefit employers?






Students bring new perspectives to old problems
The organization’s visibility is heightened within UM SPH departments
Quality candidates complete defined, time-limited projects
Freedom provided for professional staff to pursue other creative projects
Flexible, cost-effective work force in place that does not require a long-term employer
commitment
Proven, cost-effective way is established to recruit and evaluate potential employees
PURPOSE AND OVERVIEW
This handbook presents a practical guide to assist the preceptor to:
 Design a meaningful field experience
 Develop realistic expectations of students
 Use supervisor strategies that enhance the field experience for student and preceptor
 Evaluate the student and the field experience
Organizational and preceptor responsibilities
By taking a UM SPH student intern, the organization agrees to provide a preceptor (site supervisor) to
oversee the student’s field experience. Organizational/preceptor responsibility may include the
following:
 Wages or stipend for the intern
 Orientation to the organization and project
 Project creation that meet the organization’s needs and the student’s school requirements
 Intern access to resources and technical support (e.g. work space, computer, phone, etc.)
 Regular meetings between preceptor and the intern
 Evaluation of intern performance
Field Experience Preceptor Handbook 8/2011
4
Requirements
Preceptor/Organization Requirements:
The following forms must be filled out by the preceptor at the organization/agency (see appendices for
forms):
1. Field Experience Project Description Form: Due December 31 of the year prior to internship
start.
2. Intent to Hire/Accept Form: Due when position is accepted by student
3. Field Experience Agreement: Completed by student and signed by preceptor. Due 2 weeks
after start date.
4. Mid-point Review: Completed by student, signed by preceptor. Due within 5 weeks of start
date.
5. Evaluation of UM SPH Graduate Intern: Evaluation of intern at end of field experience (strongly
recommended).
6. Preceptor Field Experience Evaluation: Evaluations are essential for quality improvement. At the
end of the summer, a short online survey will be sent to each preceptor to assess the field
experience process and coordination through the Practice Office. Due the second Monday in
September.
Student Requirements:
1. Intent to Hire/Accept Form: Due when student accepts position. Student returns to Practice
Office.
2. Field Experience Agreement: This is an acknowledgement among students, their faculty advisor,
and the preceptor describing the summer project and associated learning objectives. The form
is also a way for the student and preceptor to come to an understanding of the field experience
roles, rules and expectations. Due within 2 weeks of start date.
3. Mid-point Review: This is completed by the intern midway through the field experience. This
Review informs the Practice Office of any significant changes in the project. The intern will need
the preceptor to sign this form. Due within 5 weeks of start date.
4. Final Report: Interns must submit a final report that summarizes and highlights
accomplishments from the field experience.
5. Abstract and Poster Presentation: Abstracts and posters are required for Epidemiology,
Environmental Health Sciences and Health Behavior and Health Education students. Posters are
presented in October. Students are encouraged to share the final report, abstract and poster
with their preceptors prior to final submission to their departments.
6. Evaluation: An online survey to assess learning, experience and site must be completed.
Field Experience Preceptor Handbook 8/2011
5
CTools
CTools is a web-based environment that combines course management with project and research
collaboration features. For our use, CTools is a central repository of information, useful through the
field experience process. If forms or resource materials are required, they can be accessed via the
CTools site. It is also a place where questions can be posted for discussion.
If not already affiliated with the University of Michigan, the preceptor will need to create a Friend
Account to access CTools (see appendices for instructions). Log-in to CTools via the following link:
https://ctools.umich.edu/portal. In the workspace, will be a tab entitled “OPHP Preceptors,” for use by
preceptors.
Michigan Public Health Training Center (MPHTC)
The MPHTC is the training arm of the Office of Public Health practice. Its work
supports the public health workforce through competency based trainings.
Field Experience Funding
Funding is available through the MPHTC to support interns at agencies that serve medically underserved
populations/areas within Michigan. Interns receiving the funding are paid through monthly stipends the
equivalent of $14/hr for up to 325 hours. If an agency is interested in exploring this funding
opportunity, the MPHTC box on the Field Experience Project Description Form should be marked.
Eligibility of the project will be reviewed and funding decisions are made within one week of submitting
the Field Experience Project Description.
The hours of the field experience do not have to be contiguous and may be interrupted by vacations,
sick time or personal emergency. Interns are not reimbursed for sick time, vacation or personal
emergency time. These interns cannot receive pay for holidays during the summer (i.e. Memorial Day
and Fourth of July). Additionally, interns will not be paid for more than 40 hours per week.
Enrichment courses
The Michigan Public Health Training Center (MPHTC) is housed in the Practice Office. MPHTC offers
free, online, enrichment courses that may be of interest to those in public health fields. For more
information, visit www.mitrainingcenter.org.
Field Experience Preceptor Handbook 8/2011
6
Community Service
Community service is an important element within the Practice Office. To encourage public health
related community service, the Practice Office requires students with field experiences to participate in
selected projects.
The current project is Safety Town in partnership with the C.S. Mott Injury Prevention Program. Safety
Town provides pre-Kindergarten children (ages five or six years old) life-saving messages, including: fire,
pedestrian, bike, water and vehicle safety. Songs, games, stories and art projects reinforce these
lessons.
The Ann Arbor Safety Town is a child-sized mock Ann Arbor “town” explored on bikes. The C.S. Mott
Injury Prevention Program partners with Safety Town to provide approximately 650 children with bike
helmets. The Injury Prevention Program provides each child attending safety town with a free bike
helmet that must be properly fitted.
The Injury Prevention Program needs volunteers to fit the children with proper helmets. Students with
field experience experiences through the Office of Public Health Practice will assist the program by
volunteering one morning (four hours) at the Ann Arbor Safety Town. A brief training will be provided
on the volunteer day.
Institutional Review Board (IRB)
The handbook contains an IRB Decision Tree that can help the preceptor and intern determine whether
IRB for the field experience is needed (see appendices). An IRB is a committee that performs an ethical
review of research. IRB approval is required prior to conducting research involving human subjects. If
the research is a normal function of the organization/agency, then completion of an IRB application by
student(s) will generally not be needed. If the student wants access to the research/data after
completion of the field experience, the student needs to discuss whether it is possible with the
preceptor. Students should address any IRB questions with their faculty advisor or with the UM IRB
Health Sciences and Behavioral Sciences consultant. Questions can be sent to [email protected] or by
phone 734.936.0933.
Field Experience Preceptor Handbook 8/2011
7
STEPS TO DEVELOPING A FIELD EXPERIENCE FOR UM SPH STUDENTS
STEP 1: SET GOALS



What does your organization hope to achieve from having the intern?
Is assistance on a specific project being sought?
When creating a project for the student, consider the following:
 This project will address unmet community needs
 This project is not just a list of individual tasks for the student to perform
 This project fits into the overall mission and activities of the organization
 This project can be completed within the timeframe OR plans are in place to sustain the
project over time
 This project will produce measurable results
 There is sufficient supervisory and technical capacity within the organization to
implement this project
 There are sufficient resources available to carry out this project
 This project has the potential to increase the knowledge/skills of a graduate student
STEP 2: WRITE A PLAN
Carefully plan and write out the expected field experience goals. Draft a job description that
clearly explains the job’s duties. Is someone needed for a specific project? What about
general support around the workplace? How about exposing the intern to other units within
the agency? Structure the field experience ahead of time so that the goals can be met.
Things to think about:
 Will the intern be paid? If so, how much? If not, can living arrangements or help with
transportation costs be provided?
 Where will you put the intern and do you have the resources to create an adequate workspace?
 Does the position require the intern to drive his/her own car? If so, will mileage reimbursement
be provided?
 What sort of academic background and experience should the intern have? Decide on
standards for quality beforehand–this will help narrow the choices and find the best candidates.
 Who will have primary responsibility for the intern? Will that person be a mentor or a
supervisor?
 What will the intern do? Be as specific as possible. Interns, like others in the process of
learning, need structure so they don’t become lost, confused or bored.
 Is a program planned that will go beyond the work given to the intern? Will special training
programs, performance reviews, or social events be offered?
 A very important plan component should be the assignment of a preceptor–someone from the
intern’s department who will be in charge of the intern. This person should be selected because
s/he likes to teach or train and has the time and resources to serve in this role.
Field Experience Preceptor Handbook 8/2011
8
STEP 3: RECRUIT/HIRE AN INTERN
The Practice Office works with each organization to recruit suitable interns for
designated projects. Completing the Field Experience Project Description Form (see
appendices) and returning it to the Practice
Office by December 31st helps to ensure
September - December:
Return Field Experience
application by quality students. Interviewing
Project Description Form
several applicants can help narrow down the selection and help
you refine the skills and characteristics you are looking for in an
January - February:
applicant. You determine which student is the best fit.
Interview applicants
Notify the Practice Office of all hiring decisions as soon as
possible or upon the offer to and acceptance by the student.
Once the process is done, please notify the Practice Office by
completing the Intent to Hire/Accept Form (see appendices).
January - March:
Select intern(s)
The Intent to Hire/Accept Form is a document that acknowledges the organizations decision to accept
the intern and the intern’s intention to complete their field experience at your organization. After you
complete the top portion of the document and sign, please arrange with the student for them to
complete the bottom portion. The student should submit the signed document to the Practice Office.
STEP 4: ORIENTING AND TRAINING STUDENT INTERNS
Prior to the First Day




Set up an organized work area for the intern.
Set up phone, voicemail, computer, email, internet access and/or other
resources necessary for them to accomplish the tasks outlined in the field
experience position description and interview process.
Outline work expectations for the duration of the field experience.
Prepare forms to be signed, including a confidentiality agreement, if
necessary.
On-site Orientation
All sites should conduct an on-site orientation prior to the start of the field experience or on the intern’s
first day. This is an opportunity to provide information and instruction to the intern to help them
become familiar with the organization, staff, understand responsibilities, learn about policies and
procedures, finalize the work schedule, fill out necessary forms, and attend any necessary training.
During this process, encourage interns to ask questions to learn about their responsibilities and the
organization. Taking the time in the beginning of the field experience to help interns feel comfortable
with the organization will better prepare them to work with the organization.
Field Experience Preceptor Handbook 8/2011
9
The following are suggestions for an on-site orientation:

Agency Information - Educate the intern about the organization.
o What are the mission, vision, and philosophy of the
organization?
Orientations can include:
o What are the organization’s current objectives?
How can the intern contribute to reaching those
A tour of the facilities
objectives?
Introduction to staff
o Who is served by the organization? What are the
demographics of the populations served?
Materials to read such as
o How is the organization funded?
newsletters, annual reports,
o What is the organizational chart of the
or an organization chart
organization? What are the organization’s hours of
Introduction of
operation?
project/program

Staff – Introduce the intern to key staff.
o Introduce the intern to some of the staff and their positions
o Who reports to whom?
o Who, specifically, is the intern’s supervisor?
o What are the responsibilities of the intern’s department?
o How are decisions made?
o Which personnel can answer different kinds of questions?
o Who to report to when the intern’s assigned supervisor is out of the office?

Organizational Policies and Procedures
o How should the intern sign in/out or complete
timesheets?
o Where are the office rules posted?
o What are the procedures for signing off completed
work?
o What is acceptable dress and appearance?
o What local, state, and/or federal guidelines or laws
apply?
o What are any security or confidentiality issues?
o How should they maintain the premises and work
station?
o How do mail, telephone, fax, and email systems
work?
o How does the organization want the intern to deal
with clients, customers, and vendors?
o What jargon/language or abbreviations/acronyms
used by staff would be helpful for the intern to
know?
o What is the procedure for requesting time off?
Field Experience Preceptor Handbook 8/2011
Tips for creating a
meaningful field
experience for your intern
Encourage your interns to
spend break and
lunchtimes in places where
employees gather
Schedule regular
one-on-one meetings
Give the interns
opportunities to observe
(participate in)
professional meetings
Allow the interns to
shadow within other units
10

Responsibilities
o What is expected of the intern?
o What role will students/interns play in the organization.
o What project(s) will be assigned to the intern?
o What training is necessary?
o How will performance be appraised?
o When will the field experience end?
o When will you preceptor meet with the intern to review progress?

Final Product(s)
o What is the final product that is expected from the student at the end of the placement?
Student Documentation
Each preceptor will be asked to verify the hours worked by the intern. If interns request that the
preceptor sign the timesheets, please do so for any hours that can be verified. Review with the intern
any periodic forms or reports to be completed. Both the Practice Office and the intern’s academic
department will request the completion of an evaluation of the intern’s experience and performance.
STEP 5: DEVELOPING WORK ACTIVITIES AND MEASURABLE LEARNING OBJECTIVES
Work Activities
UM SPH students bring a wealth of information, resources and expertise to a field
experience. The most rewarding field experiences have been those in which the site
developed one to two specific projects that were the intern’s main priorities for the summer.
Specific projects can include: data collection and analysis, grant writing, development of a
health education curriculum, program implementation, or program evaluation.
Examples of previous field experience projects (for more examples, please see appendices):
 An intern collected and analyzed survey data from face to face interviews in Mississippi that
developed into a community report and brochure. Activities included developing an Access
database, cleaned, entered and analyzed data, and community presentation.

An intern developed and implemented an evaluation of a potassium iodide (KI) program
conducted by the state of Michigan. Activities included literature search and review, survey
development, meetings with key stakeholders, conducting phone interviews, data entry, data
analysis, and development of a report. The former intern is currently working on a paper for
publication.
The main project(s) is often supplemented with other less intense projects such as assistance with a
health fair or conducting outreach for a new program, etc. These smaller projects often do not take
much time but add to the student’s overall experience.
Also, consider working to the intern’s strengths by incorporating activities involving the particular
expertise, knowledge, or skills of the intern.
Field Experience Preceptor Handbook 8/2011
11
Measurable learning activities can include:
 Specific learning objectives for tasks and activities that can be accomplished within 8-12 weeks.
 Identified outcomes or expected products.
 Demonstration of how the work relates to the overall efforts of the department or organization.
STEP 6: SUPERVISING THE INTERN
How to plan for success?
 Orient interns to their new workplace. This might take the form of a
conventional orientation program or merely a walk around the office.

Give each intern the resources needed to do the job. This may sound
obvious, but it’s not uncommon for agencies to forget to provide an adequate
workspace for the intern. That, then, sends the message that the intern is not
important. Ensure that the appropriate technologies are set-up and working
(telephone, computer, etc.)

Keep an eye on the interns. This does not mean to watch each intern’s every move, but to
assure that what’s happening with daily tasks is known. Watch for signs that the intern is
confused or bored. Silence may mean that an intern is busy, but it also could mean that he or
she is confused and uncomfortable. See whether the intern is trying to do anything that
requires someone else’s input. Make sure that your intern is staying on task and address any
issues and problems early on to avoid larger problems in the future.

Create an environment that allows both the preceptor and the intern to provide feedback to
each other about the field experience. It is important to provide adequate and regular
feedback to all of the interns, especially if this is a new experience for them. They need the
more experienced worker and supervisor to let them know if their work is meeting expectations.
Periodically examine what each intern has produced and make suggestions. Allowing each
intern to provide feedback about what is working well or not working is important to ensure
that they are having a valuable experience as well.

Evaluate and document each intern’s progress throughout the summer. This will help the
preceptor with the final evaluation of the intern and the field experience at the end of the
summer.
Field Experience Preceptor Handbook 8/2011
12
We suggest scheduling regular meetings to provide feedback to each intern about his/her
performance. During these meetings, interns can:
 Report on the status of a project
 Ask questions
 Learn how their work is contributing to the organization. This is key. Students sometimes feel
that their work was irrelevant to their professional development and/or the organization’s
needs.
 Participate in an evaluation of strengths
 Discuss areas needing growth and development
 Get a sense of what kind of work lies ahead
At the same time, the preceptor will have the opportunity to coach, counsel, and reinforce positive
attitudes and performance.
Solicit Feedback
Being an effective preceptor is a challenge. It requires experience, self-assessment, and practice.
Interns can provide useful input. Seek and accept each intern’s feedback on your performance as a
preceptor. Explore the intern’s answers to questions like these:
 What did you like or dislike about the field experience, the project(s), and the way you were
supervised?
 How did you feel about your work/projects? Were they challenging? Too easy? Too
complicated?
 How clear were your responsibilities? How helpful was the work plan?
 How helpful were instructions for projects and delegated tasks? Were they organized?
Complete? Clear?
 How comfortable were you with the level of independence you were allowed?
 Did you feel encouraged to practice creative problem-solving? What made you feel that way?
 Was communication with the preceptor frequent enough? How useful was it? Was feedback
helpful?
 Were your expectations for the field experience met? If not, what were the reasons?
 What changes can you suggest to benefit future interns?
Reflect on your perceptions and on the intern’s feedback about the field experience. Plan specific
strategies to refine your style as a preceptor for future interns.
Field Experience Preceptor Handbook 8/2011
13
Tips on Giving and Receiving Feedback
Giving Feedback
Receiving Feedback
Time your feedback
Be receptive
Sometimes immediate feedback is
best but sometimes it is better to
wait. Be aware of timing as a crucial
element of the feedback process.
Try to maintain an attitude of
openness to what you are being told.
Concentrate on what the person is
telling you, rather than thinking of
reasons why it’s not true.
Be specific
Remember
Tell people things that they have
done well or not so well, so they are
able to learn from their mistakes.
Try to note information or repeat it
back to the person to help
remember and check whether you
are accurately interpreting the
information you’re being given.
Be selective
Know your limits
Don’t give all the feedback you have
to give at one time. Figure out what
is most important and how much the
person will be able to hear at one
time.
Say when you’ve heard enough and
are becoming uncomfortable dealing
with any more information at that
time.
Be balanced
Use your judgment
Don’t just give negative feedback.
Balance negative with sincere
positive feedback.
Don’t take everything you are told to
heart.
Come from a caring place
Your purpose in giving feedback isn’t
to hurt someone, but to improve a
situation.
Field Experience Preceptor Handbook 8/2011
14
EFFECTIVE AND INEFFECTIVE FEEDBACK
Effective Feedback . . .
Describes what the person does, behavior that any
observer can see and hear:
“You interrupted me…”
Does not seek reasons for the behavior.
Ineffective Feedback . . .
Evaluates, judges what the person is:
“You are rude” (good, bad, right, wrong, etc)
Interprets behavior or ascribes motives:
“You don’t want to hear my ideas.”
Focuses on the feelings or reaction of the person
offering the feedback. Uses “I” statements:
“I feel frustrated when you interrupt me.”
Asks about motivates for behavior:
“Why do you always interrupt me?”
Accuses person of responsibility for another’s reaction (uses
blaming “you” statements):
“You make me angry when you interrupt like that.”
Is specific.
Is general, vague:
“You have interrupted me three
times this morning.”
“You talk too much…”
Is directed toward the behavior the person can
change:
“You have interrupted four people
in the last half hour.”
Is aimed at behavior/trait the person cannot modify or
control easily:
“Every time you try to start a word with s or t, you stutter.”
Shares information rather than give advice. Leaves
person free to decide how to use the feedback:
“You have interrupted me three times. I feel
frustrated when I cannot finish what I’m saying.”
Tells person to change:
“You have interrupted me three times. You should let
people finish talking before you speak.”
Serves the needs of both giver and recipient.
Includes a constructive suggestion, if possible:
“You have interrupted me three times and I feel
frustrated. When I’m talking, please wave
a hand if you’d like to speak, and I’ll try to
finish as quickly as possible.”
Is given primarily to unload on another person:
“You always interrupt me and I’m fed up.
You’re really rude.”
Is sensitively timed at the earliest opportunity after
the behavior has occurred:
“You interrupted me three times this morning.”
Is delayed until much later:
“You’re interrupting me again. You interrupted me three
times at the meeting last month.”
Is checked to ensure clear communication. One way
is to have recipient rephrase the feedback as a
question to see whether he heard the message as
intended:
“You’re frustrated because I interrupted you?”
Is not validated. The message received may be different than
the one intended.
Field Experience Preceptor Handbook 8/2011
15
Encourage the intern to keep a portfolio of work accomplished during the field experience. It will give
the preceptor a basis to discuss the intern’s professional growth. Specific work documents to include in
a portfolio may include:
 Proposals
 Newsletters
 Charts/graphs
 Displays & exhibits
 Survey reports
 Press releases
 Program outlines
 Cost analyses
 Certificates
Contact with Field Experience Coordinator
The preceptor should anticipate having some interaction with the Field Experience Coordinator through
telephone calls, site visits or email throughout the summer. The Field Experience Coordinator can help
find solutions if difficulties arise (intern attendance, low motivation, unsatisfactory work or personal
conflicts). Preceptors should reach out to the Field Experience Coordinator if the field experience
conditions must be changed due to a change in supervisor, delay in the availability of data needed to
complete a task, or other unanticipated changes.
TOP CONCERNS OF UM SPH INTERNS
1.
Give us real work! Interns want to be challenged and apply the skills they
have learned in the classroom to real settings. They want to utilize the
resources they have at the University to benefit your organization. They
want real work for real world problems and want work that meets their UM
SPH competencies
2.
We like feedback!
3.
We want to be included too! Include them in the daily life of the workplace.
4.
Please explain. When you assign work, make sure you give a detailed
explanation.
5.
I want a mentor!
6.
A minute of your time please. As newcomers, interns may not speak up if
they’re feeling ignored or are confused; as a mentor, it is important for you
to help your interns feel comfortable voicing their concerns with you.
Field Experience Preceptor Handbook 8/2011
16
STEP 7: HOW TO SAY GOOD BYE
Conduct a final evaluation/exit interview with the intern
On or near the intern’s last day, the preceptor should conduct an exit
interview. The exit interview gives the preceptor an opportunity to discuss
the intern’s overall performance and contribution to the organization. A
sample intern performance evaluation is provided in the Appendices to serve as a guide of
characteristics to consider.
 For an effective, objective evaluation, use notes and documentation of the intern’s activities and
performance. Base comments and ratings on specifics rather than on general impressions. Be
prepared to explain the reasons for assessments.

Explore the intern’s options for skill-building in weaker areas and agree on a tentative plan of
action for the intern to discuss with their faculty advisor.
Other Items to Consider:
 Complete evaluation forms and reports required by the intern’s department and the Practice
Office.
 Get a copy of the intern’s list of projects and activities for your records.
 Write a general letter of recommendation for the intern and keep it in your file. Then you will
be prepared for future requests for references.
Field Experience Preceptor Handbook 8/2011
17
IMPORTANT THINGS TO REMEMBER:
Things to Remember:
1. Turn in the Field Experience Project Description Form
(December 31, 2011)
2. Once your Field Experience Project has been approved, the Practice
Office will begin recruiting applicants (late December/early January)
3. Review applicants and conduct interviews; select intern by March 15,
2011
4. Complete the Intent to Hire/Accept Form
5. Prepare for your intern (early spring)
6. Field Experience begins! (late spring)
7. Complete Preceptor Field Experience Evaluation (2nd Monday in
September)
8. Attend the poster session (October)
Please direct any questions to:
Field Experience Coordinator:
e-mail: [email protected]
Phone: 734.763.9234
Fax: 734.764.9293
For more information or to print copies of the forms:
http://practice.sph.umich.edu/practice/internships.php
Field Experience Preceptor Handbook 8/2011
18
APPENDICES
Field Experience Project Description Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Field Experience Intent to Hire/Accept Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graduate Student Field Experience
Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Mid-Point Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Evaluation of UM SPH Graduate Intern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CTools Friend Account . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Field Requirements by UM SPH Department
Environmental Health Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Epidemiology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Health Behavior and Health Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Health Management and Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graduate Student Field Experience Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graduate Student Field Experience Final Report . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
IRB Decision Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sample Student Internship Abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School of Public Health Policy on the Field Experience Credit Reduction . . . . . . . . . . . . . . . . .
19
21
23
25
26
27
31
35
37
38
39
42
43
44
45
48
This page intentionally left blank
20
Field Experience Project Description Form 2011 - 2012
Contact Information
Department and Organization:
Date:
Contact Person and Title:
Address:
Telephone:
Email:
Field Experience Logistics
Who will likely supervise the student? List that person’s name, title, telephone and email (if different from above).
Provide the primary location where the intern will be working, if different from above.
Will you be able to provide a stipend or salary? Please note: Hourly salary varies but $14/hr is a competitive rate.
Yes (Amount ___________)
No
Will Explore
Would like to apply for MPHTC funding
Anticipated duration of field experience (i.e. number of hours or months)? Please note: Field experiences typically take
place between May and September and last between 325-600 hours.
______ Total Hours
_______ Total Weeks
________ Total Months
Project Description
Intern Title
Describe any concrete or preliminary student project(s). For example, what major programs or activities do you
anticipate will be available? What major tasks could the student expect?
21
List any skills, abilities, or attributes that would help a student successfully complete a field experience with your
organization (i.e. good oral or written communication, good cross-cultural skills, specific computer skills, language skills,
or academic background).
Comment on anything that you would like us to consider as we screen students for your organization (i.e. is a car
required, etc.)
Please direct any questions to:
Dana Thomas, Field Experience Coordinator
University of Michigan School of Public Health
Office of Public Health Practice
1415 Washington Heights
Ann Arbor, MI 48109
Phone: 734.763.9234
Return completed form by email or fax by December 31, 2011
[email protected]
Fax: 734.764.9293
22
Field Experience Intent to Hire/Accept Form
It is the intent of the agency to host and supervise the University of Michigan School of Public Health
intern (listed below) for a minimum of 325 hours to be completed during the period May 2012 through
August 2012.
Hiring Site Information
Organization/Agency:
Contact Name:
Contact Telephone:
Contact Email:
Student Intern Name:
Agency Intern Supervisor/Preceptor Signature
Date
It is the intent of the University of Michigan School of Public Health student to intern at the abovementioned agency for a minimum of 325 hours to be completed during the period May 2012 through
August 2012.
Intern Information
Student Name:
Student Dept:
Uniqname:
Student Intern Signature
Date
Please return this form to:
Field Experience Coordinator, Office of Public Health Practice
1415 Washington Heights, RM 2700 SPH I
Ann Arbor, MI 48109
23
This page intentionally left blank
24
Graduate Student Field Experience Agreement
Field Experience Site
Student Name
Signature
Field Preceptor
Signature
Faculty Advisor
Signature
This document serves as an agreement between the University of Michigan
Office of Public Health Practice, the above student, and the above Field Preceptor representing
a community-based organization/agency or governmental health agency. Following are terms
of the agreement:
1. The field experience narrative shall be submitted and approved by both the student’s
academic faculty advisor and the Field Preceptor by the second week of the student’s
start date.
2. It is the student’s responsibility to ensure that IRB requirements are met.
3. The student will not disclose any information that directly or indirectly identifies a
particular individual when using data without prior written approval by the Field
Preceptor.
4. The student will obtain approval from his or her Field Preceptor for the dissemination of
all data and/or information related to their experience as well as provide a copy of all
the dissemination products to their Field Preceptor. This includes but is not limited to:
manuscripts and/or drafts, presentations, posters, and course related projects. Joint
authorship of dissemination materials will be considered if necessary.
5. The student must submit a final report at the end of the experience.
6. It is strongly recommended that the student and the Field Preceptor (or other designee)
attend a Michigan Public Health Training Center course related to the project the
student will complete.
7. Students are required to participate in a poster presentation session in the fall.
Students are required to have the poster reviewed by the site preceptor for
comment prior to the poster session.
Deadline: Two weeks after start date
Please return a copy of this form and attachments to Field Experience Coordinator
(fax) 734-764-9293; [email protected]
25
Graduate Student Field Experience Mid-Point Review
Date Reviewed
Field Experience Site
Student Name
Signature
Field Preceptor
Signature
Please note any changes/modifications in original agreement that you have agreed to
make as a result of this mid-point review.
Deadline: Six weeks after start date
Please return a copy of this form and attachments to Field Experience Coordinator
(fax) 734-764-9293; [email protected]
26
EVALUATION OF UM SPH GRADUATE INTERN
1.
Summary of field experience (List objectives. Under each one list and briefly describe
the projects and activities that contributed to achievement of the objective)
2.
Performance evaluation
Rate each aspect of the intern’s performance using the scale below. Add specific
comments whenever possible. Explanatory comments are recommended for all
items rated “Outstanding,” “Improvement possible,” or “Improvement required.”
Outstanding – Performance consistently exceeds normally expected levels. Intern
shows a high degree of proficiency in all aspects of performance.
Very effective – Performance frequently exceeds normally expected levels. Intern
shows a high degree of proficiency in certain aspects of performance.
Effective – Performance is consistently at normally expected, acceptable levels. No
major areas of necessary improvement can be cited. Equivalent to a grade of A in an
academic course.
Improvement possible – Performance is inconsistent, meets minimum standards only
periodically and/or only in certain areas.
No opportunity to observe – The intern’s activities have not included an opportunity
to practice a particular skill.
27
A.
NO OPPORTUNITY TO
OBSERVE
IMPROVEMENT REQUIRED
IMPROVEMENT POSSIBLE
EFFECTIVE
VERY EFFECTIVE
OUTSTANDING
PERFORMANCE EVALUATION
Theoretical Preparation
1. Knowledge of public health
principles
2. Proficiency in technical skills
3. Application of principles/skills to
practice
4. Grasp of multiple factors that
influence health problems and
interventions
B.
Professional Skills
1. Management/Implementation
a. Use of logical, organized steps
for planning and
implementation of project(s)
b. Coordination of
program/agency resources
(personnel, budget,
materials, arrangements) to
carry out project
c. Organization and
management of time
28
COMMENTS
d. Clarity and effectiveness of
written communication
e. Clarity and effectiveness of
spoken communication
f. Preparation of accurate, welldocumented work and
reports
2. Professional Development
a. Commitment to frequent,
objective self-assessment of
professional skills
b. Ability to accept feedback and
suggestions about
performance openly and
objectively
c. Growth in skills and
knowledge
d. Articulation of career goals
and plans
e. Familiarity with current
professional literature
C. Personal Attributes
1. Initiative
2. Creativity
3. Reliability
4. Enthusiasm
5. Flexibility; ability to adapt to
new and changing conditions
29
6. Ability to integrate self into
work team
7. Interpersonal communication
skills
8. Acceptance of responsibility
9. Ability to exercise own
judgment appropriately
10. Ability to work independently
11. Emotional maturity
12. Efforts to develop/improve
skills
D. Professional Strengths
E.
Recommendations for Continued Professional Growth
30
CTools – Friend Account
What is a Friend Account?
A Friend account is a U-M guest computing account. It allows someone who does not have a U-M
uniqname and UMICH Kerberos password to authenticate to the U-M computing environment; to log in
to the environment and be identified. It does not, however, authorize that person to use any services.
There are two steps in the process that a non-university person follows to gain access to a U-M
computing service.
1. Set up a Friend account.
2. Be authorized to use a service by the appropriate service provider.
For example, a parent who wants to access his or her student's university billing statements and
financial aid data on Wolverine Access must first set up a Friend account and then be authorized by his
or her student to access the relevant data. Someone who wants to use CTools, for example, would need
to have a Friend account and would then need to obtain authorization from the people who provide the
CTools service. To use any other Friend-enabled service, you need authorization from the provider of
that service.
How to Set Up a Friend Account
You need to have an e-mail address that does not end in "umich.edu" in order to set up a Friend
account.
1. Navigate to the Request a Friend Account Web page: https://friend.weblogin.umich.edu/friend/
2. In the Your e-mail address box, enter your full e-mail address (your e-mail address will be your
login ID), and then click Request.
31
3. Confirmation shows that your Friend account request has been submitted and a message has
been sent to the e-mail address you provided with further instructions.
4. The U-M Friend Account Request e-mail message sent to you contains a link. Click the Create
Friend Account link in the message to go to a Web page where you continue to create your
Friend account. (Depending on which e-mail program you use, the message may be formatted
differently.)
IF YOU DON'T RECEIVE THE MESSAGE: Most people who report not receiving the message find
that it has been caught by their spam filter. If your e-mail program files suspected spam
messages in a spam or junk folder, please check that folder in case the message was put there.
The message will be from [email protected]. If you cannot find the message, it may
have been caught by a server's spam filter before it could reach your computer. Contact your email service provider for more help.
32
5. In the Your e-mail address box, type your full e-mail address. Select a password and, in the
Password box, type the selected password. In the Re-enter password box, retype the password
to confirm your selection. Click Set Password.
6. A confirmation screen lets you know that your Friend account has been created.
33
7. An e-mail message confirms the creation of your Friend account and provides you with
information about it. We recommend that you save this message for reference.
IF YOU DON'T RECEIVE THE MESSAGE: Most people who report not receiving the message find
that it has been caught by their spam filter. If your e-mail program files suspected spam
messages in a spam or junk folder, please check that folder in case the message was put there.
The message will be from [email protected]. If you cannot find the message, it may
have been caught by a server's spam filter before it could reach your computer. Contact your email service provider for more help.
34
Field Requirements for the Department of Environmental Health Sciences
(The complete EHS field experience guide can be downloaded from
http://www.sph.umich.edu/ehs/pdf/ehs_field_experience_handbook.pdf)
The primary purpose of the field experience is to help the student learn how to apply theory and
principles to the realities of work situations and to develop and expand professional skills and
competencies essential to these tasks. The field experience is intended to help students explore areas of
interest, and it also affords the opportunity to become acquainted with agencies, community and other
organizations groups engaged in EHS-related programs. The field experience differs from a ‘summer job’
primarily in that explicit learning objectives are stated and agreed upon by the student, faculty advisor
and field experience preceptor; and the emphasis on evaluation activities regarding progress towards
these objectives as well as the overall experience.
It is each student’s responsibility to find, arrange, and complete a satisfactory field experience that fulfills
program requirements. The faculty, department, and the school can and will assist you, but the student
retains the final responsibility. Faculty advisors are not expected to find placements. One of the benefits
of this process is that each student will learn to contact and communicate with professionals in their
field.
Field Experience Requirement
The Department of Environmental Health Sciences requires MPH students to have a field
experience of a minimum of 320 hours (e.g., 8 weeks @40 hours/week). The decision as to the
specific locale of the experience is an individual one, but your advisor must approve it. It may be
satisfied during the regular academic year concurrently with course work, during the summer
via a block placement, or some combination of the two. The hours in the field may be
completed in any combination of hours per week and number of weeks. Students in 60-hour
MPH programs will normally complete the field experience prior to the capstone course, EHS600. For students in 36, 42 or 48-hour MPH program, field experience requirements may be
completed concurrently with or after EHS-600. These students will have had prior field or
employment experiences that will assist them with EHS-600 requirements.
The requirements for completing the field experience are listed briefly below. All requirements are
described in the handbook (http://www.sph.umich.edu/ehs/pdf/ehs_field_experience_handbook.pdf)
and must be satisfied prior to receiving course reduction.
1) Program for Education and Evaluation in Responsible Research and Scholarship (PEERRS).
PEERRS is a web-based instruction and certification program for members of the University
community engaged in or associated with research. This training provides an orientation of the
requirements associated with responsible research. The following modules are required:
(1) Foundations of Good Research Practice
(2) Research Administration
35
(3) Conflict of Interest
(4) Authorship, Publication and Peer Review
In addition, the following modules are recommended which are determined by your area of
focus:
(1) Human Subjects – Biomedical and Health Sciences
(2) Human Subjects – Social & Behavioral Sciences
(3) Animal Subjects
The training can be found at the following website:
http://www.research.umich.edu/training/peerrs.html Email or provide a copy of your
completed certification to Sue Crawford (6655 SPH Tower, Email: [email protected]).
2) The Health Insurance Portability and Accountability Act’s Training. This training provides an
orientation to the privacy of patient health information. New regulations became enforceable
April 14, 2003. The specific training to complete is based on an individual's role and
responsibilities. The training can be satisfied by completing the module which can be found at
the following website: http://www.sph.umich.edu/faculty_research/hipaa/ Provide a copy of
your completed certification to Sue Crawford (6655 SPH Tower, Email: [email protected]).
3) Field Experience. Students must complete a minimum of 320 hours in the field (3-credit course
reduction). Typically this requirement is completed during the summer between their first and
second year.
4) Field Experience Agreement. The agreement must be completed by the student and approved
by the academic advisor prior to the field experience placement and before they can count
hours toward their field experience. In this Agreement, students develop a list of learning
objectives and desired competencies, as well as contact information. Submit a signed copy of
your completed agreement to Sue Crawford (6655 SPH Tower, Email: [email protected]).
5) Preceptor Field Experience Evaluation. The evaluation must be completed by the student’s
preceptor (field experience supervisor) and sent to Sue Crawford (6655 SPH Tower) who will
forward them to the student’s advisor at the end of the placement.
6) Abstract. This one-page typed summary of your field experience will be used as part of the
annual poster session held in October.
7) Poster Session. All students are required to complete a poster and present it at the annual EHS
poster session to be held in October of each year.
8) Field Experience Summary Report. The Field Experience Summary report, which is usually 3-5
pages in length, is submitted with the Student Field Experience Evaluation.
9) Student Field Experience Evaluation. The evaluation must be completed by the student at the
end of the placement. The evaluation includes a sample form and accompanies the summary
report, 3 to 5 pages in length. Submit a signed copy of your completed evaluation to Sue
Crawford (6655 SPH Tower, Email: [email protected]).
10) Request for Credit Reduction. You are required to submit a credit reduction request if you want
to reduce the required number of credits to complete your program. The maximum credit
reduction is 6 credits for 640 hours.
36
Field Requirements for the Department of Epidemiology
(The complete EPID MPH guide can be downloaded from
http://www.sph.umich.edu/epid/pdf/2010_mph_handbook.pdf)
INTERNSHIP REQUIREMENTS
1. Your fieldwork ideally should include opportunities to participate in the planning and conduct of an
epidemiologic study and to communicate your ideas and findings to others. If you have little previous
experience in data collection, you should try to select a project where that experience is offered.
2. Your fieldwork should be supervised by an epidemiologist or other population scientist. If you find a
desirable internship where this is not offered, consult your faculty advisor or your 657 EPID supervisor.
3. An Epidemiology faculty member must approve the fieldwork experience and agree to act as your
faculty supervisor for the summer fieldwork experience (EPID 657 advisor). This person does not have to
be your regular faculty advisor. It can be the person with whom you would work on your EPID 659
project, but this is not required. The Internship Information Sheet and the Agreement for Fieldwork
form must be completed and filed with the Student Services office.
4. All internships must be evaluated for the need for IRB approval. IRB approval or exemption, as
required, from the University of Michigan and/or other institutions IRB(S) for the work you will be doing
on your internship must be obtained prior to beginning any work at the internship.
5. The fieldwork must last at least the equivalent of 8 weeks of full-time employment. You will be
granted a credit reduction to be applied to your overall credit requirement for obtaining the MPH
degree. For every 106 hours worked on the internship, 1 credit is taken off of the credit requirement for
the degree. The minimum number of credits to be reduced is 3 and the maximum is 6.
AFTER YOUR INTERNSHIP
After your internship, you will take three more steps to complete your Capstone requirements:
a) Presenting your internship results at the Annual Poster Session (EPID 658)
b) Completing an evaluation of your internship (EPID 658)
c) Completing a data analysis project and writing your Master’s paper (EPID 659)
37
Field Requirements for the Department of
Health Behavior and Health Education
(The complete HBHE field experience guide can be downloaded from
http://www.sph.umich.edu/hbhe/pdf/FieldPlacementHandbook.pdf)
The Department of Health Behavior and Health Education requires all MPH students to have a field
experience. The specific field placement is each individual's choice, but must be approved by your
advisor. It may be satisfied during the regular academic year, during the summer, or some combination
of the two. The hours in the field may be completed in any combination of hours per week and number
of weeks.
Under a policy adopted by the School of Public Health no academic credit is given for field experience,
however, students can receive credit reduction in their program of study for up to 6 credits (106 hours =
1-credit reduction). A 3-credit reduction, for example, decreases a 60-credit hour program of study to a
57-credit degree program. The student’s advisor, Department Chair, and the Office of Academic Affairs,
must approve credit reductions.
The requirements for completing the field placement are listed briefly below. All of the items must be
satisfied prior to receiving a credit reduction.
•
Students must develop a list of learning objectives and obtain their advisor's approval for them
before they can begin counting hours toward their field placement.
•
Students must complete a minimum of 318 hours in the field (3-credit reduction). The
maximum credit reduction is 6 credits for 636 hours in the field.
•
A completed evaluation form from the student's internship supervisor must be received by the
student's advisor (the evaluation forms are sent to the supervisor).
•
Students must submit a 3-5 page double-spaced paper that summarizes their field experience to
their advisors.
•
Students must submit a 1-page abstract of each field experience to their advisors.
•
Students must discuss their field experience during a scheduled poster session with first-year
students and faculty (most typically in early fall of their second year).
38
Field Requirements for the Department of Health Management and Policy
(From http://www.sph.umich.edu/sep/downloads/student_responsibilities_for_internships.pdf)
INTRODUCTION
Interns should be reminded that the Summer Enrichment Program placement is provided as a learning
opportunity and are encouraged to take full advantage of their experience. Interns are encouraged to
ask questions, read additional literature and complete additional assignments as time permits.
Preceptors and other personnel will be evaluating your performance at all times, therefore, always be
aware of your professional mannerism. Carry yourself in a dignified, courteous and professional manner.
BE AN ACTIVE LEADER
All students should take the “I’m in the learning process” approach. The following are some examples of
what that means:
Be honest with your preceptor. Let them know if you are not being challenged or if you are
being overworked or overwhelmed.
Ask to read materials about the institution (annual reports, strategic plans, etc.).
Ask if you can meet with a certain administrator and/or spend some additional time in a certain
department.
Ask if your preceptor needs assistance on a certain project.
Ask plenty of thoughtful questions.
Be sure to always ask in a polite manner. Do not be pushy or obnoxious or make assumptions
that you can automatically attend any meeting.
MAINTAIN A CALENDAR AND JOURNAL
Jot down who you met with, what was discussed, questions you had and information you learned. Not
only will this help you to be better prepared for your appointments, it will also serve as a chronology of
your summer experience.
BE PUNCTUAL AND HAVE GOOD ATTENDANCE
It is important that you be on time for all scheduled appointments (in fact, you should be at least 5
minutes early). Please be sure you do not have any absences unless you are sick. Do not fall asleep -excuse yourself if you are tired. Contact your preceptor and your faculty advisor immediately if you
become ill or have an emergency requiring your absence.
COMPLETE ALL ASSIGNMENTS AND DO MORE THAN YOU ARE ASSIGNED
Work hard on all assignments. Ask a peer or another person in the organization to proof all written
work. Be sure to practice (aloud) all verbal presentations. Always do more than you are asked to do.
Your preceptor will take notice of work well done, completed on time, and above and beyond their
request.
Do not hesitate to take the initiative if there is a topic that interests you.
Keep a copy of all written assignments for your own file and to share at the “Wrap-Up Session” in
August.
39
BE PREPARED FOR ALL MEETINGS AND APPOINTMENTS
Complete all required reading prior to the meeting. Jot down any questions or concerns you might raise
during the meeting. (You never know when someone will ask your opinion). Carry pen/pencil, notepad
and calendar with you at all times.
Take time during the day or on weekends to read. Most institutions have a library. Ask them which
professional journals they subscribe to and read them as well as the newspaper. It is important to keep
up-to-date on all healthcare literature and current events.
RECOGNIZE THAT THE INDIVIDUALS YOU MEET MAY BE FUTURE MENTORS
You will be observed by your preceptors and other individuals you meet. Always strive to make a good
impression.
Be sure to express your thanks verbally after individuals extend themselves to meet with you. When
appropriate, send a written thank-you note.
You should feel comfortable sharing your career aspirations and questions with your preceptor.
DRESS PROFESSIONALLY
Dress professionally at all times. The following are some helpful suggestions from previous students:
Female Attire Suggestions:
Jewelry
o No dangling earrings
o One chain (or two at most)
o One ring on each hand (no more than two)
o One pair of earrings
o One or two bracelets
o No visible body or facial piercings
Nails
o Active length
o No fluorescent colors (soft colors only)
o No rhinestones or jewels on nails
o No chipped nail polish
Clothing
o Appropriate length skirts (slightly above the knee or lower)
o Necklines that do not reveal cleavage
o No runs in stockings - carry an extra pair in case of run
o Wear skirts, blouses and suit-pants only to casual functions
Shoes
o Heels should not exceed 2”
Other
o Any visible tattoos should be covered by makeup or clothing
40
Male Attire Suggestions:
Jewelry
o No earrings
o One chain and one bracelet
o At most, one ring on each hand
o No visible body or facial piercings
Clothing
o Must wear a tie
o No jeans, no sneakers
o Wear suits, or dress slacks, shirt and jacket
o Wear socks
Other
o Any visible tattoos should be covered by clothing
o Use cologne and perfume in moderation. If you ever have a question about what you
should wear, be conservative!
BE OPEN TO SUGGESTIONS AND FEEDBACK
Your preceptor and other administrators have a wealth of experience. Take it as a compliment if they
take the time to give you feedback and suggestions. Do not get defensive, but learn from the situation.
ASK YOUR PRECEPTOR IF THERE ARE OTHER STUDENT INTERNS IN THEIR ORGANIZATION
There may be another student conducting a field experience at the same institution. Be sure to ask them
about their experiences. Be a resource for each other.
EVALUATION
You will be provided with an evaluation form that you will complete at the end of the program.
Therefore, periodically jot down any suggestions you may have to help improve the Summer Enrichment
Program.
Remember, ultimately your preceptor will be trying to determine whether you “fit in” the organization.
This may determine whether or not they offer you future employment if it is available. All the above
suggestions are intended to help you fit in the organization and succeed in all your future endeavors.
41
Graduate Student Field Experience Narrative
Internship Site
Student Name
The field experience narrative shall be submitted and approved by both the student’s academic
faculty advisor and the preceptor by the second week of the student’s start date.
The student field experience narrative is a working document used by the student, preceptor
and the Practice Office to provide support to the student and organization over the course of
the field experience. Students will write a narrative according to the guidelines below during
the first two weeks of the field experience with input and agreement from the preceptor and
their faculty advisor.
Internship Start
Date
Internship End
Date
Midpoint
Review
Date
List any planned
days off (include
holidays, etc.)
The narrative should include the following components:
1) A work plan that includes competencies, learning objectives and related activities
and/or tasks.
2) List specific departmental requirements and expectations.
3) Indicate the plan for orientation to the community and organization/agency.
4) Identify training needed by the student (if any) and the plan to obtain the training.
5) Describe the plan for supervision (i.e. formal, informal, how often, process used).
6) If applicable, list community partners and describe the role partners play in the project.
7) What role, if any, does the local health department play in carrying out this project?
8) If applicable, in what way(s) does this project incorporate community-based approaches
to public health practice? (e.g. community involved in defining the problem, identifying
the solution, assisting with implementation?).
9) Describe any issues or concerns you may have as the internship is beginning.
Deadline: Two Weeks after start date
Please return a copy of this form and attachments to Field Experience Coordinator
(fax) 734-764-9293; [email protected]
42
Graduate Student Field Experience
Final Report Instructions
The final report is a summary of the student’s field experience and should not exceed 3 typed pages
(with at least 11 point font). The report will be used as a public document.
The final report is due no later than September 12, 2011 (even if the student has additional hours to
complete for the internship). Email the final report to [email protected].
The final report should include the following:
1. Description/mission of the agency
2. Brief description of your project (2-3 sentences)
3. Your duties and responsibilities
4. How the agency and/or your project incorporated the ten essential public health
services (if applicable)
5. What you learned from the agency and/or project
Skills acquired
6. Contributions you made to the organization and/or the community you served
7. How, if at all, the internship enhanced your professional public health
development
8. Advice for future students working for this organization
43
IRB Decision Tree
UM IRB Review
Required?
Circumstance
A practicum/internship that falls within the work scope of a local, state, or
federal agency (e.g. Public Health Agency) or employment by private industry
involving data collection for non-research purposes. No a priori research design
or intent.
Use of or access to human subjects data previously collected for non-research
purposes (perhaps through a circumstance like the one above) in a systematic
investigation designed to contribute to generalizable knowledge, one indicator of
which is publication.
Student is providing research
Participation with or providing services assistance at the level not normally
requiring an IRB project amendment.
to a local PI conducting IRB-approved
research. No work outside the scope of
the IRB approval.
Student is providing research
assistance at the level of key
personnel.
No
(But professionals
standards apply)
Yes
No
Yes
(Amendment
Required)
Yes
Independent research project not falling within the scope of a previously
approved project.
Participation with or providing services to a non-UM researcher. Research is
approved by a non-UM IRB. Student is providing research assistance at a level
not normally requiring an IRB project amendment. Requires letter from non-UM
PI attesting to non-UM IRB approval, and providing assurances that the non-UM
IRB does not require an amendment in accord with its own SOPs. Letter
maintained by the student’s UM faculty mentor.
As part of its review, the local IRB
receives assurances that the project
has been approved by a non-UM IRB at
Student is providing research
the non-UM location.
assistance at the level of key
personnel. No different from standard Official memorandum to make the non
collaborative research situation.
UM-IRB the IRB-of-Record for the
student’s participation. Standard form
signed in OVPR. Kept in OVPR.
44
(Faculty member is
ultimately
responsible)
No
(But professional
standards apply)
Yes
No
Sample Student Abstracts
45
Sample Student Abstracts
46
Sample Student Abstracts
47
School of Public Health Policy on the Field Experience Credit Reduction
For HBHE, EHS and EPID ONLY
Policy 75-8 (Revised)/ Approved by Faculty 4/30/90
Field experiences and specifically designed educational experiences emphasizing learning public health
practice in field settings do not carry academic credit.
The total credit hour requirements for any Masters level degree program in the School of Public Health
may be reduced by field experiences that are planned, carried out, and evaluated appropriately within
each department's guidelines.
Credit hour reductions for purposes of this policy will be allocated by the Office of Student Affairs after
petition by the student and their faculty advisor, on the basis of the guidelines for credit hour reduction
distributed by the Office of Student Affairs.
Departments may provide course work directly related to field experiences (such as planning for field
experience, evaluating field experience) and may allocate up to a total of 3-credit hours for this purpose.
Those 3 credits are in addition to the 6 credits that may be reduced in the student's program.
Credit hour reductions for field experiences in the departments where credit reductions are approved,
will be limited to no more than 6 hours, regardless of the length of the student's program (36-, 48-, or
60-credit hours).
Students need not be enrolled to participate in field experience or to receive credit reductions.
Calculation of credit reduction (through petition to Office of Student Affairs) - Examples:
3- Credit hour reduction = 8 weeks @ 40 hours/week
16 weeks @ 20 hours/week
21 weeks @ 15 hours/week
4-Credit hour reduction= 10.6 weeks @ 40 hours/week
21 weeks @ 20 hours/week
28 weeks @ 15 hours/week
5-Credit hour reduction= 13.2 weeks @ 40 hours/week
26.5 weeks @ 20 hours/week
35.3 weeks @ 15 hours/week
6-Credit hour reduction= 16 weeks @ 40 hours/week
32 weeks @ 20 hours/week
42 weeks @ 15 hours/week
48
Total =320
Total = 424
Total = 530
Total = 640