Well that was quite different. It worked pretty well. >> I hope so. >> Yeah. >> A little bit better than the last one. So. >> Good, there were a couple things I found really good. >> Mm-hm. >> And that, that I'm going to take away. And the first one was the I like the fact that you had kind of written instructions. because it makes sure that you cover everything and that you don't forget anything. >> Mm-hm. >> And it also kind of let her know exactly what was expected of her. Do you give them to the students, or send them to them after? >> We do. We have them online and then I always keep a written copy too. >> Mm-hm. >> So. >> Mm-hm. >> I guess that's important in case they don't look at it before they come. [CROSSTALK]. >> Exactly. >> But you got them as well. [LAUGH] Understand. >> Yeah. >> I also thought I thought it was great when you said, and what do you want to learn, right? because if, if they think they're going to get one thing out of it, and you think they're going to get something else, and you're not actually aiming at what they care about- >> Mm-hm. >> Then they're not going to learn as much. And I thought that was great to say you know, what do you hope to get out of it? And you know, her saying that I wanted to learn how to deal with sensitive topics and things would be really helpful because then you can give her more experience and practice doing that. >> Mm-hm. >> I thought that was particularly good. And the other thing is I felt like it was clear that you valued her as a learner there. >> Mm-hm. >> That, that it was important for her to be there and that, that, that you thought that her time there was good and that she would learn things from it. Those sorts of things. >> Mm-hm. >> And your clinic is busy. So it's amazing to me that you can actually fit the students in with the, with our process that you do. So what are some of the things that you might do differently? >> Yeah. So I look at that, I actually realize that I still kind of shoved her in to go see that patient. I didn't really prime her for that particular patient. So, I should have done that. And I often do, but in that situation I didn't. So I think I could have done that better. >> What do you, what do you mean by that? >> So for example, in our setting there's really certain types of patients that we see, certain diagnoses that we see a lot. >> Mm-hm. >> And so, I could have helped her and said hey, this patient is here for ADHD. >> Mm-hm. >> Here's some common questions that we might ask. >> Mm-hm. >> Or think about common questions you might ask. >> Mm-hm. >> So I could have helped her out a little bit with that. I think something else that I could have done was, I didn't give her what the expectations were for when she comes out of the room, so what kind of presentation I wanted. I warned her that if she was in there too long I was going to pull her out. >> Mm-hm. >> But then I didn't say okay, I want you to just give me a ten minute presentation, a three minute presentation, or I want you to present to me in front of the parents. >> Mm-hm. >> So she has no idea what's going to happen when she comes out and I, I should've have done that too. >> Those are good points. I think you, you're right, when it's, when a student comes into the emergency department I basically say 'I'm going to treat you like an intern. But if they've never been treated like, as in intern they don't really know what that means. And so suddenly the expectation of how much time and bedside presentations, how much responsibility is probably really important to make sure that they get the best out of it that they can. >> Right, I think so. That's good. >> It's very helpful. Thank you. >> Great.
