3. Preparation for clinical settings

As learners move to work-based clinical learning, they will need to prepare for more challenging scenarios. This may include setting an example to others.

Learner outcomes:

  • Understanding of what ‘good supervision’ looks like
  • Improved appreciation of the scope of practice of others
  • Ability to apply teamwork strategies in a case-based scenario
  • Understanding of how to tackle conflict
  • Increased awareness of ‘real-world’ challenges
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Session ideas:

Mock it up

Simulated MDT meeting - set up a mock MDT meeting in which learners assume different professional roles in a healthcare team and decide how to manage the patient's treatment.

Benefit: improves communication, team working and problem solving and helps learners understand different professional perspectives.    

 

Survival guide workshop

Interactive workshop: Provide students with practical tips and ask them to create a “Top 10 Dos and Don'ts” list for placements. Invite a pre-reg. optometrist to attend and share their placement experiences.

Benefit: Highlights the importance of adaptability and professionalism on placements.  

 

Seeing eye to eye

Present ethical dilemmas in collaborative care: Provide an ethical dilemma scenario and assign learners different professional perspectives and ask them to debate the case.

Benefit: Helps learners understand ethical challenges and conflicts they may face in a MDT setting.  

 

Taking ownership

Defining good supervision: Ask learners to discuss “what does good supervision look like?” and how they can take ownership of their supervision.

Benefit: Provides learners with strategies for getting the most out of supervision and how to seek feedback effectively through asking the right questions.     

At this stage:

Consider including sessions that:

  • Teach the value of diverse perspectives and how to build trust within teams through problem-solving exercises and roleplay scenarios
  • Provide a ‘safe place to fail’ and use mistakes as learning opportunities and a way to provide supportive feedback
  • Familiarise learners with wider healthcare structures and language, to enhance their ability to integrate into multidisciplinary environments
  • Give examples of when communication can go wrong and how to fix these problems
  • Teach how to handle awkward situations and how to manage friction within a team
  • Flag some of the challenges that learners need to anticipate and to highlight the importance of accountability, responsibility and good communication
  • Allow learners to undertake interprofessional learning opportunities with other faculties, such as pharmacy or nursing, to teach collaboration and communication.