OVERVIEW

The training internship is a fundamental component of the Master's Degree in Diagnostic Technical Health Professions, aimed at developing advanced skills in organizational, managerial, educational, and research areas, in line with the professional profile outlined by the course. It can be carried out in the Management/Leadership area, in Education, or in Research at accredited healthcare and/or university facilities, under the supervision of experienced professional tutors. The internship includes observational activities, support for ongoing projects, and, where possible, the development of new training or practice improvement projects.
The experience is designed to integrate theory and practice, encouraging critical reflection on professional identity and the role of diagnostic technical health professions within complex healthcare systems.

AIMS AND CONTENT

LEARNING OUTCOMES

During the internship of the first year, the notions learned during the three-year degree will be consolidated and deepened, and experience will also be carried out in the areas included in the master's degree, but outside the skills learned during the three-year degree. Each student will therefore have to learn the organization of the branches not only related to the degree program of origin, but also those belonging to all areas of the master's degree. We will also begin a path of knowledge of the organizational aspects of the departments of laboratory diagnostic, radiological, audiometric and neurophysiopathological techniques

PREREQUISITES

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EXAMS

EXAM DESCRIPTION

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The assessment of acquired skills involves submitting a project work related to the internship activity, accompanied by a brief abstract and an oral presentation to be delivered during the exam session. The Exam Committee, composed of the internship tutors, the Director of Professional Activities, and the Director of Didactic Activities, will evaluate the written work (minimum 30 pages), which must be submitted at least 10 days before the exam session. During the exam, the candidate will present their work using a slide presentation lasting up to 10 minutes, followed by questions from the Committee for clarifications or further discussion.

Students with certification of Specific Learning Disorders (DSA), disabilities, or other specific educational needs are encouraged to contact the faculty to agree on personalized assessment methods, respecting the course’s educational objectives.

The project work, while required to be complete and aligned with the internship objectives, can later be expanded or deepened and may serve as the basis for the master's thesis.

ASSESSMENT METHODS

The evaluation of the project work and oral presentation aims to verify the student’s ability to competently apply the knowledge acquired in management, training, and research contexts typical of health professions within the diagnostic-technical class (such as audiometrist, biomedical laboratory technician, medical radiology technician, neurophysiopathology technician).

The assessment of skill acquisition involves a shared evaluation grid, agreed upon with students before the internship begins, and is divided into two phases. The first phase concerns the preliminary evaluation of the written work, considering understanding and correct application of planning tools, coherence and originality of the proposed project, as well as the completeness and quality of the documentation. The second phase focuses on evaluating the oral presentation, examining clarity, synthesis ability, communication effectiveness, relevance, and coherence with the educational objectives, as well as the candidate’s ability to respond argumentatively to questions from the Committee.

If the student does not demonstrate the expected skills, the exam will be considered not passed.

Students with certification of Specific Learning Disorders (DSA), disabilities, or other specific educational needs are encouraged to contact the faculty to agree on personalized assessment methods, respecting the course’s educational objectives.