Boy, that was a really bad day. >> It was bad, Sally, it was a bad day. >> Yeah, yeah. so, there were some good things you did, what would those be? >> So, I made eye contact with her, I gave her a very quick overview, and I tried to ask her a little bit about, have you been on Pete's before, you know, kind of what was your experience? >> That is good, and one of the things that I liked was how much responsibility you gave her, I felt like you really kind of said, here is your patient, go see that patient, take control, be responsible for this patient, and while she may not have known quite what to do, it was clearly showing a certain degree of respect for her ability, might be perfect actually for a resident, they might not have any problem with that, but for, perhaps they need some more information. So what do you think you might do differently? >> So I think one thing is, you have to be prepared for when a learner's going to come. So if you're teaching it really is your responsibility to know when you're going to have a leaner. And I think that we really don't understand how much a student really values even just knowing their name, that they're going to be there. Then they feel like they're expected. They feel like they're part of the team. So that's really important. So you've gotta figure out in your setting. Whether you're in the ER, whether you're in the outpatient clinic. Who's in control of the student schedule? How can you just make sure that you know who's going to be coming when is one really important thing you can do. >> Mm-hm. I agree. I found that often in the emergency department when I'm working, when I see a patient, who there's an expect note in, you can just see them kind of smile. If I say, you know, Mrs. Smith, I was expecting you, Dr. Jones said you were coming. >> Right. >> And, it just makes them feel like they're valued. And, I think that we can do the same thing with our learners. If we know that they're coming and say that we expected them there, so that it shows that we care. About having those learners in the setting. >> Absolutely, right. Eve, even again, even if you're really busy when they come in, if you just say, hey Lisa, glad you're here, I'll be with you in a second. >> Mm-hm. >> That makes all the difference in the world. >> How long does it take you to orient a learner? >> You know honestly, if you really get in the habit it happens like anything else. Once you have it down, it can take you maybe three minutes to actually give an orientation to your learner. >> That's pretty good. >> Yeah. >> And you've got it pat so you know exactly what you're going to say each time. >> Absolutely. You can even have, if it's helpful, a written copy of it so you can hand that to them if you need to run, see a patient or something like that. But again, it's not, doesn't take a lot of time. We really overestimate how much time it takes. That's pretty helpful. I think I could work on that some too. Thanks. >> Uh-huh.