Plan
- Inform staff that the student will be present and give them appropriate information about the student (e.g., level of the student and things the student will be doing).
- Clarify expectations/roles for staff. Make staff feel that they are a vital part of the teaching team.
- Send communication (e.g., email) to the student in advance providing a welcome, setting the tone, and giving information that will save time in live orientation.
- Review syllabus and evaluation form.
- Develop a plan for the live orientation (e.g., time, discussion points, etc.) that can be done in the time you plan to allow.
Do
- View orientation as the initial step in establishing a collaborate relationship with the student.
- Think of the possibility of the student being a future partner in your practice.
- Components that might be included in the orientation:
- Small talk (hobbies, family, etc.)
- Discussion of syllabus objectives
- Student's strengths and needs relative to the objectives
- Feedback (when and how it will be provided)
- The plan for mid-point formative evaluation and possibly end-of-clerkship evaluation
- Expectations regarding dress, arrival time, leaving time, etc. (assume nothing)
- Your teaching routine in context of patient flow
- Things the student liked about how teaching was done on previous clerkships (if applicable)
- How the student will interact with the EHR
Reflect/Evaluate Using the Start, Stop, Continue Model
- Think about how the orientation went.
- Things you still need to go over witht he student.
- Anything that happened that was unexpected.
- Make some notes:
- What went well? (Continue)
- What do I need to stop doing? (Stop)
- What do I need to do that I didn't do? (Start)
- Plan to ask the student for feedback on helpfulness of orientation toward the end of the clerkship and add to Start, Stop, Continue notes.
