Orientation Learners


Making Your Orientation a Well-organized Presentation

Residents who are in charge of students and new interns on a rotation have a broad set of responsibilities. These responsibilities include management of the patients, setting priorities, assigning work, and all while teaching and evaluating the learners on the objective outlined for that service. Therefore, the efficient use of time and resources is critical for a smoothly run service. To ensure that is happens, it is essential to orient each new group of learners that enter that rotation.

Not only is a good orientation is the foundation for a successful rotation, it establishes your role as the team leader. It will ultimately save time and energy by clearly explaining how you want the clinical service to operate. Also, when the learners know what to expect, they will become a much more productive learner and worker.

It is important to remember that providing an orientation at the beginning of a rotation may not be enough. Don't hesitate to reinforce your expectations, as necessary, throughout the rotation.


Orientations serve multiple purposes

  • Provides opportunity to clearly set and define expectations
    • Gives the learner a sense of what you expect from him/her 
    • Gives the learner a sense of what he/she can expect from you
  • Provides opportunity to become acquainted and establish a relationship with learners
  • Allows you to diagnose the learning needs
  • Ultimately saves time and energy by clearly explaining how you want the clinical service to operate


Materials


Resources

Websites

  1. Orientation. Educational Support & Development; Wetpaint: Medical Education; University of Saskatchewan College of Medicine.

Articles/Books

  1. Feldman KA. The association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multi-section validity studies. Res Higher Educ 1989;30:583-645.
  2. Wilkerson LA, Irby DM. Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Medicine 1998; 73: 387-396. [Abstract Link]