Orienting Students to Your Practice
Orientation as Foundation
A good student orientation is the foundation for a successful preceptorship experience. On the student's first day in the practice, 15-20 minutes should be set aside to acquaint the student with the preceptor, the practice, and the staff. Prior to the student's arrival, the preceptor should review the student's profile form, and during orientation should explore the student's background, training, and interests. Orientation can take the form of a conversation in which the student and preceptor get acquainted, explore the student's interests and learning needs, and set clear expectations about the student's involvement in the practice. The preceptor and the student should tour the practice, introducing the student to the staff and explaining how they can assist the student's learning.
It is recommended that the preceptor and student jointly set some specific learning goals during this time, and that they go over the evaluation forms so that both the preceptor and the student know what the evaluation will involve. This time, spent one-on-one, is an investment in the experience that will yield substantial benefits during the student's time in the practice.
Purposes of Orientation
An orientation session is important because it provides an opportunity to answer questions and define roles, assess skill level and experience, set expectations, and anticipate and head off problems (Adapted from: S.T.F.M. Preceptor Education Project, 1993)
Suggestions for Orientation
Some suggestions for an orientation session are the following: welcome the learner to the program, create a sense of excitement, present the "big" picture, introduce learners to staff and to each other, and think of orientation as an investment. (From: Westberg, J. & Jason, H. (1993). Collaborative Clinical Education. New York; Springer Pub. Co.)
Menu of Items and Issues for Orienting Students
- The Student and His / Her Interest
- In preparation, review student application for desired experiences, discuss student's interests, perceptions, and discuss optional student projects.
- The Faculty/Attending
- The preceptor could discuss his/her family, education, professional experience, role in the community, values and priorities, and hobbies.
- Basics of the Environment
- During orientation, talk about the community, patient population, and allied heath services – hospitals, government health agencies, etc.
- Office and Staff
- During orientation, talk about the physical plant, equipment, supplies (where things are located), management of the practice (administrative responsibilities), records, charts, computer services, staff members and their responsibilities (how/what your student can learn from staff), library materials, and brief comments on economics of the practice.
- The Patient
- It is important to discuss the following: procedure through which patient goes when a visit is made to the office, history taking, forming a problem list, physical examination, lab and X-rays, blood count, chest X-ray, urinalysis - (which of these can student do?), range of services offered to patients in the office, criteria for referral, and ethics/legal issues.
- Student Responsibilities
- It is important to talk about the following: student is to take initiative in making the clerkship a learning experience, legal restrictions, professional presentation and personal appearance, attitudes towards patients, where student is to report; instructions about where you can be reached, and what to do in emergencies.
- The Preceptorship
- It is very important to discuss the rotation’s objectives, the role of the preceptor as confidant/counselor, teaching methods most commonly used by faculty, review evaluation form and how you will use it, and set expectation for regular feedback.
- Miscellaneous
- (schedules, phone numbers, who to contact when there is a problem)
- AUDIO SERIES: "Orientation: The Foundation of an Effective Clerkship
(Adapted from: S.T.F.M. Preceptor Education Project, 1993)