Externships

Introduction: In the medical field, internship, and field training play a very important role in the education of students. The purpose of the present study was to determine the status of education in the field for students and enhancing the level of health system accountability at Jundishapor University of Medical Sciences, Ahvaz.
Methods: The current research was a descriptive-cross-sectional study that was conducted in 2019 at Jundishapur University of Medical Sciences in Ahvaz. The study people includes 209 senior students in all majors, 97 of faculty members, and 18 of non-faculty resident trainee instructors. The study tool was three researcher-made questionnaires, made available to the study subjects through the educational vice-chancellor of Jundishapur University of Medical Sciences, Ahvaz. Content Validity Ratio (CVR), Content Validity Indices (CVI), and Cronbach’s alpha coefficient were used for content validity and internal consistency, respectively. The evaluation of training in the field was done in six domains. The data collected were analyzed using descriptive statistics in SPSS24 software.
Results: The number of participants in the study was 322 people. Examining the views of the participants showed that the state of education in the field was average for the six domains. In the comparison between different domains, 'content and compliance with the training curriculum in the field' had the highest score (2.38 out of 4), and 'motivational and behavioral issues for training in the field' had the lowest average (1.98 out of 4).
Conclusion: The present study's findings showed that from the point of view of the three target groups, the state of education in the field is still far from the ideal state. Therefore, it is recommended to plan to develop the necessary infrastructure for training in the field, provide motivational opportunities for faculty members, resident instructors, and other staff involved in student training, and improve the evaluation method.

This chapter of Building on Best Practices: Transforming Legal Education in a Changing World includes contributions from many authors:Section A, The Socratic Method, is by Elizabeth G. PorterSection B, Analysis, Research, and Communication in Skills-Focused Courses, is by Ruth Anne Robbins, Amy Sloan & Kristen K. TiscioneSection C, Use of Technology in Teaching, is by Michele Pistone and Warren BinfordSection D, Law Libraries and Legal Education, is by Jonathan FranklinSection E, Cross-Border Teaching and Collaboration, is by Kimberly D. Ambrose, William H. D. Fernholz, Catherine F. Klein, Dana Raigrodski, Stephen A. Rosenbaum & Leah WorthamSection F, Experiential Education, includes:Incorporating Experiential Education Throughout the Curriculum, by Deborah Maranville with Cynthia Batt, Lisa Radtke Bliss & Corolyn Wilkes KaasDelivering Effective Education in In-House Clinics, by Lisa Radtke Bliss & Donald C. PetersDelivering Effective Education in Externship Programs, by Carolyn Wil...

This chapter of Building on Best Practices: Transforming Legal Education in a Changing World includes contributions from many authors:Section A, The Socratic Method, is by Elizabeth G. PorterSection B, Analysis, Research, and Communication in Skills-Focused Courses, is by Ruth Anne Robbins, Amy Sloan & Kristen K. TiscioneSection C, Use of Technology in Teaching, is by Michele Pistone and Warren BinfordSection D, Law Libraries and Legal Education, is by Jonathan FranklinSection E, Cross-Border Teaching and Collaboration, is by Kimberly D. Ambrose, William H. D. Fernholz, Catherine F. Klein, Dana Raigrodski, Stephen A. Rosenbaum & Leah WorthamSection F, Experiential Education, includes:Incorporating Experiential Education Throughout the Curriculum, by Deborah Maranville with Cynthia Batt, Lisa Radtke Bliss & Corolyn Wilkes KaasDelivering Effective Education in In-House Clinics, by Lisa Radtke Bliss & Donald C. PetersDelivering Effective Education in Externship Programs, by Carolyn Wil...

As dental schools continue to seek the most effective ways to provide clinical education for students, it is important to track the effects innovations have on students' clinical experience to allow for quantitative comparisons of various curricula. The aim of this study was to compare the impact of three successive clinical curricula on students' experience at one U.S. dental school. The three were a discipline-based curriculum (DBC), a comprehensive care curriculum (CCC), and a procedural requirement curriculum plus externships (PRCE). Students' clinic experience data from 1992 to 2013 were analyzed for total experience and in five discipline areas. Clinic experience metrics analyzed were patient visits (PVs), relative value units (RVUs), and equivalent amounts (EQAs). A minimum experience threshold (MET) and a high experience threshold (HET) were set at one standard deviation above and below the mean for the DBC years. Students below the MET were designated as low ach...

As dental schools continue to seek the most effective ways to provide clinical education for students, it is important to track the effects innovations have on students' clinical experience to allow for quantitative comparisons of various curricula. The aim of this study was to compare the impact of three successive clinical curricula on students' experience at one U.S. dental school. The three were a discipline-based curriculum (DBC), a comprehensive care curriculum (CCC), and a procedural requirement curriculum plus externships (PRCE). Students' clinic experience data from 1992 to 2013 were analyzed for total experience and in five discipline areas. Clinic experience metrics analyzed were patient visits (PVs), relative value units (RVUs), and equivalent amounts (EQAs). A minimum experience threshold (MET) and a high experience threshold (HET) were set at one standard deviation above and below the mean for the DBC years. Students below the MET were designated as low ach...

This chapter of Building on Best Practices: Transforming Legal Education in a Changing World includes contributions from many authors:Section A, The Socratic Method, is by Elizabeth G. PorterSection B, Analysis, Research, and Communication in Skills-Focused Courses, is by Ruth Anne Robbins, Amy Sloan & Kristen K. TiscioneSection C, Use of Technology in Teaching, is by Michele Pistone and Warren BinfordSection D, Law Libraries and Legal Education, is by Jonathan FranklinSection E, Cross-Border Teaching and Collaboration, is by Kimberly D. Ambrose, William H. D. Fernholz, Catherine F. Klein, Dana Raigrodski, Stephen A. Rosenbaum & Leah WorthamSection F, Experiential Education, includes:Incorporating Experiential Education Throughout the Curriculum, by Deborah Maranville with Cynthia Batt, Lisa Radtke Bliss & Corolyn Wilkes KaasDelivering Effective Education in In-House Clinics, by Lisa Radtke Bliss & Donald C. PetersDelivering Effective Education in Externship Programs, by Carolyn Wil...

Legal education reform proposals abound. One frequent recommendation is that lawyers and law firms should have greater involvement in training lawyers and in shaping curriculum. These recommendations, however, have had limited impact, so the calls continue for the profession to have more involvement and influence in educating lawyers. The question then arises of how greater involvement and influence can be achieved. This note offers law firm ownership of law schools as one such approach. The approach has additional benefits for both firms and schools.

The Organizations and Transactions Clinic (“O&T”) at Stanford Law School (“SLS”) represents only established nonprofit corporations, most with annual revenues in the $1 - $25 million range, and some considerably larger. The practice focuses on corporate governance, contracts, corporate structure, and program design and operations. The work is document-oriented. Project execution is collaboration-based; O&T carries out engagements through teams comprised of two students and an instructor, with the instructors actively engaged in hands-on analytical and editorial work. The formal instruction in the associated seminar concentrates on orientation to core commercial relationships (including acquisition, credit, and license), public company materials, and transaction planning and execution. These features mean, among other things, that core aspects of the O&T operating model differ in material respects from those of other transactional clinics.

Scholars have developed a significant body of literature exploring the work of deal lawyers with the essential insight that attorneys acting as transaction-cost engineers have unique potential to add to the overall value of deals. This value-creation literature has traditionally made two foundational assumptions about the role of the state in transactional law. First, scholars have assumed that regulation is essentially irrelevant to transacting—that from the deal lawyer's perspective, the government is a factor only to the extent that the state will enforce private agreements. Second, scholars have assumed that private parties uniformly view public policy as a constraint in the realm of compliance—that from the deal lawyer's perspective, clients are indifferent, if not hostile, to regulatory goals. The first assumption is the subject of recent scholarship convincingly arguing that regulatory arbitrage should be added to the picture of deal lawyers as transaction-cost engineers. The second assumption, however, has gone unchallenged and is the focus of this Article. Although the value-creation literature envisions a monolithic orientation toward the state, in practice, partnerships that engage the private sector in advancing a variety of public goals represent both a significant sector of the economy and one of the central contemporary approaches to policy by federal, state, and local governments. Deal lawyers are thus increasingly called upon not only to reduce transaction costs and leverage regulatory constraints, but also to manage a complex alignment of interests between private means and public ends. In short, lawyers in public–private transactions perform what this Article calls regulatory translation—transmogrifying the often abstract goals of public policy into the concrete mechanisms of private ordering. This Article makes two primary contributions to the literature. First, it identifies an increasingly important transactional context largely ignored by scholars investigating the work of deal lawyers. Second, the Article gives a normative, theoretical grounding for that work, providing a framework that has the potential to enhance the advantages and mute the problems associated with public–private partnerships. Ultimately, lawyers in this context can create value in the broadest sense of the word, and there are lessons in this for deal lawyers in all transactions.

Publicity about law schools for the past several years has been consistently bad. The underlying problem with legal education is the mismatch between what legal employers, law students, and clients need from law schools and what too many legal educators want to give. This essay explores this phenomenon, and how law schools need to prepare students better for the practice of law today and in the future, and engage with the legal profession to meet society's legal needs.

For several years, business and transactional lawyers have increased the pressure on law schools to produce more practice-ready graduates. This article explores the practical skills reform movement with two goals in mind. First, it seeks to articulate and reconcile some of the fundamental differences in the perspectives of the practicing bar and the legal academy. Second, it highlights the special challenges and opportunities involved in making legal education more effective for students who will practice business and transactional law. In addition to reviewing recent literature from the bar and the academy on the practical skills gap, the article also reports and analyzes the results of the author’s own national survey of law firm professional development departments concerning the specific practical skills that entry-level transactional lawyers need. The author concludes that, if reform is to be comprehensive and fully effective, the bar must take the leading role, and that society will benefit most when the bar and law schools seek out educational partnerships with one another.

This article explores what the author has learned from developing and supervising an externship program that places students in the legal departments of major corporations. Externship placements in corporate legal departments provide unique opportunities for law schools to integrate into the curriculum the core practice competencies that are essential for commercial and business lawyers but that are rarely taught in an experiential setting. The article proposes an educational partnership model to establish, structure, and implement a corporate counsel externship. This approach advocates a carefully orchestrated collaboration between the faculty who administer the program for the school and the lawyers who supervise the students on site. The structure of the program must be adaptable enough to take advantage of the particular opportunities that each participating legal department offers, with the only inflexible principle being that the primary purpose must be to educate the students. The author concludes that educational partnerships of this kind offer some of the most promising avenues for improving legal education in the 21st century.