Towards improving the quality of internships in medicine and allied health professions




higher education, education of physiotherapists, medical-related professions, clinical internships, learning in the patientʼs environment


Introduction: One of the important elements influencing the well-being of society is a highly educated, professional staff of the entire therapeutic team. Physiotherapists play a significant role in this team, which is why the higher education system is expected to make efforts to develop optimal education programs, including the development of practical skills. The purpose of this article is to present the Healint4All project, whose mission is to facilitate international internships for students of physiotherapy and other medical professions, which will allow high-class professionals in the healthcare sector to enter the job market.
Material and methods: A step-by-step process of creating a protocol for auditing places of clinical practice was prepared. Virtual, interactive teaching resources were developed to prepare auditors. A literature analysis, focus interviews in groups of academic teachers, practitioners, and students. A pilot study of the protocol in live environments was conducted.
Results: Both potential auditees (medical institutions) and auditors (universities) positively assessed the newly created tool. The recommendations included paying attention to transparency, simplicity, and linguistic correctness in all language versions of the protocol. It was suggested that the protocol, containing everything useful, should not be too long and would not burden the user with time.
Conclusions: In the opinion of students and experts who evaluated the Healint4All protocol, it will contribute to increasing the supply and quality of international placements offered by healthcare organizations throughout Europe, as well as simplifying the processes involved in organizing these for students, educational institutions, and healthcare organizations.


Download data is not yet available.

Paré G, Kitsiou S. Methods for literature reviews. In: Lau F, Kuziemsky C, eds. Handbook of eHealth Evaluation: An Evidence-based Approach. Victoria: University of Victoria; 2017. Accessed May 4, 2023.   Google Scholar

Polit DF, Beck CT. Essentials of Nursing Research: Appraising Evidence for Nursing Practice. 9th ed. Philadelphia: Wolters Kluwer; 2018.   Google Scholar

Salamonson Y, Bourgeois S, Everett B, Weaver R, Peters K, Jackson D. Psychometric testing of the abbreviated Clinical Learning Environment Inventory (CLEI-19). J Adv Nurs. 2011;67(12):2668-2876. doi: 10.1111/j.1365-2648.2011.05704.x. DOI:   Google Scholar

Chuan OL, Barnett T. Student, tutor and staff nurse perceptions of the clinical learning environment. Nurse Educ Pract. 2012;12(4):192-197. doi: 10.1016/j.nepr.2012.01.003. DOI:   Google Scholar

Anderson A, Cant R, Hood K. Measuring students perceptions of interprofessional clinical placements: Development of the Interprofessional Clinical Placement Learning Environment Inventory. Nurse Educ Pract. 2014;14(5):518-524. doi: 10.1016/j.nepr.2014.05.009. DOI:   Google Scholar

Jalili M, Hejri SM, Ghalandari M, Moradi-Lakeh M, Mirzazadeh A, Roff S. Validating modified PHEEM questionnaire for measuring educational environment in academic emergency departments. Arch Iran Med. 2014;17(5):372-377.   Google Scholar

Palese A, Dante A, Tonzar L, Balboni B. The N2N instrument to evaluate healthy work environments: An Italian validation. Int Arch Occup Environ Health. 2014;87(2):217--228. doi: 10.1007/s00420-013-0851-3. DOI:   Google Scholar

Nepal B, Taketomi K, Ito YM, et al. Nepalese undergraduate nursing students; perceptions of the clinical learning environment, supervision and nurse teachers: A questionnaire survey. Nurse Educ Today. 2016;39(1):181-188. doi: 10.1016/j.nedt.2016.01.006. DOI:   Google Scholar

Dadgaran I, Shirazi M, Mohammadi A, Ravari A. Developing an instrument to measure effective factors on Clinical Learning. J Adv Med Educ Prof. 2016;4(3):122-129.   Google Scholar

Serrano-Gallardo P, MartÍnez-Marcos M, Espejo-Matorrales F, Arakawa T, Magnabosco GT, Pinto IC. Factors associated to clinical learning in nursing students in primary health care: an analytical cross-sectional study. Rev Lat Am Enfermagem. 2016;24:e2803. doi: 10.1590/1518-8345.0327.2803. DOI:   Google Scholar

Krupat E, Borges NJ, Brower RD, et al. The educational climate inventory: Measuring students’ perceptions of the preclerkship and clerkship settings. Acad Med. 2017;92(17):1757-1764. doi: 10.1097/ACM.0000000000001730. DOI:   Google Scholar

Shivers E, Hasson F, Slater P. Pre-registration nursing student’s quality of practice learning: Clinical learning environment inventory (actual) questionnaire. Nurse Educ Today. 2017;55:58-64. doi: 10.1016/j.nedt.2017.05.004. DOI:   Google Scholar

Sethi A, Khan A. Is the dental clincial learning environment suitable? A survey of Khyber Pakhtunkhwa, Pakistan. J Pak Med Assoc. 2018;68(3):359-363.   Google Scholar

Pereira-Lima K, Silva-Rodrigues APC, Marucci FAF, Osorio FL, Crippa JA, Loureiro R. Cross-cultural adaptation and psychometric assessment of a Brazilian–Portuguese version of the Resident Questionnaire. PLoS One. 2018;13(9):e0203531. doi: 10.1371/journal.pone.0203531. DOI:   Google Scholar

Pacifico JL, van der Vleuten CPM, Muijtjens AMM, Sana EA, Heeneman S. Cross-validation of a learning climate instrument in a non-western postgraduate clinical environment. BMC Med Educ. 2018;18(1):22. doi: 10.1186/s12909-018-1127-0. DOI:   Google Scholar

Hooven KJ. Development and testing of the collaboration in the clinical learning environment (CCLE) tool [doctoral dissertation]. Pennsylvania: Villanova University; 2016. DOI:   Google Scholar

Mosia SJ, Joubert A. Primary healthcare practice learning environment: A description of students’ perspectives. Int J Afr Nurs Sci. 2020;13:100230. DOI:   Google Scholar

IWA 35:2020 Quality of learning environments for students in healthcare professions – Requirements for healthcare education providers in care settings. Geneva: International Organization for Standardization; 2020. Accessed May 4, 2023.   Google Scholar

Camilleri AF, Cunningham S, Feliciano S,et al. HEALINT Protocol – Requirements for traineeshipsʼ placements in the healthcare sector. Healint; 2019. Accessed September 10, 2023.   Google Scholar

ApprenticeshipQ Assessment Tool [online]. Accessed May 4, 2023.   Google Scholar

Apprenticeship Quality Toolkit [online]. Learn to Work. Accessed May 4, 2023.   Google Scholar

Miklavcic A, Camilleri A, Blagojevic D, et al. Getting Started: Setting up and Launching an Apprenticeship Scheme. Easy Apprenticeships for Small Business. [Booklet] 1. Saps; 2018. Accessed May 4, 2023.   Google Scholar

Miklavcic A, Camilleri A, Blagojevic D, et al. Maximising the Business Case for Participation: Designing ProfitableApprenticeship Programmes. Easy Apprenticeships for Small Business. [Booklet] 2. Saps; 2018. Accessed May 4, 2023.   Google Scholar

Miklavcic A, Camilleri A, Blagojevic D, et al. Effective Introductions to your Business: Onboarding Apprentices. Easy Apprenticeships for Small Business. [Booklet] 3. Saps; 2018. Accessed May 4, 2023.   Google Scholar

Miklavcic A, Camilleri A, Blagojevic D, et al. Assisting Apprentices in Learning to Work: Effective Mentoring. Easy Apprenticeships for Small Business. [Booklet] 4. Saps; 2018. Accessed May 4, 2023.   Google Scholar

Aggarwal A, ed. ILO Toolkit for Quality Apprenticeships. Vol. 2: Guide for practitioners for developing, implementing, monitoring and evaluating apprenticeship programmes. International Labour Organization; 2020.   Google Scholar




How to Cite

Jankowicz-Szymańska, A., Kołpa, M., Stefanowicz-Kocoł, A., Konstantinidis, S. T., Ko, S., Henderson, J., Cunningham, S., Hodge, P., Tilley, Z., Höijer-Brear, V., Törne, M., Lillo-Crespo, M., Policnik, J., Poultourtzidis, I., & Papamalis, F. (2023). Towards improving the quality of internships in medicine and allied health professions. Health Promotion & Physical Activity, 24(3), 40–49.



Research report

Most read articles by the same author(s)

1 2 3 > >>