We feel that it is important for each student to be oriented to the facility and to the staff during the first date of each clinical experience. Orientation provides a great opportunity to establish a relationship between preceptor and student, and for the student to become comfortable and familiar with a new environment.

During orientation, any specific or unique policies should be discussed with the student. It is also vital that the preceptor and student meet in the first days of the clinical experience to outline learning objectives and expectations for the duration of the experience. Please use the following tips as a guide in developing an effective orientation.

Set Expectations for the Student
Orientation of the student when they arrive at the practice site can help get both you and the student off to a good start. The length/duration of orientation is at the site's discretion.

• Introduce the staff and describe their responsibilities.
• Describe your practice; provide a tour.
• Show the student where he or she can sit, chart, eat, etc.
• Let the student know where to park.
• Describe any lab, x-ray, or other office procedures you do.
• Show the student what office reference materials are available to use as resources.
• Discuss your schedule for the month with the student.
• If you want the student to make hospital rounds or participate in another clinical activity outside the office, make sure the student is aware of this responsibility.
• Discuss the goals and expectations with the student. Be as concrete as possible so the learner has a clear idea about his/her roles and responsibilities early in the rotation. Take this opportunity to discuss your role as a preceptor, what you feel you have to offer that will help the student learn, and what the student might learn from the experience.
• Take time to be certain you and the student agree and understand the goals. Then develop a plan to meet the clerkship objectives.
• Establish any ground rules that apply to the student so any office policies or norms are not unintentionally broken. Highlight the important policies and procedures that the student needs to know during the clerkships (e.g. office dress code, charting, etc.)
• Review the skills checklist with the student and who in the office can help them with certain procedures (e.g. injections, EKG).
• Review the school’s assessment form and the criteria for evaluation with the student. Explain how you will assess the student’s performance during the clerkship and the criteria on which the final clerkship assessment will be based.
• Explain how you will use constructive feedback to promote learning.
• Share any special interests you have with the student.
• What is the size of the hospital and the geographical radius it serves?
• Inform your office staff and the other health providers when students will be assigned to the office. Discuss with your staff their roles in helping to educate the student. For example, the office nurse may teach the student how to give an injection or do an EKG.

Take Time to Know the Student
Some useful questions to ask are:

• What other clinical experiences have you completed?
• How do you learn best?
• What do you hope to learn from the clerkship?
• What are your career goals?
• Are you comfortable doing literature searches and reading articles?
• What interviewing or physical examination skills would you like to work on?