Clinical Expectations of Students

What is expected of me? A popular discussion topic amongst students, particulary those heading into their 3rd or 4th week of placement and still not really too sure what is expected of them. This is often with regard to students assessments, and the skills standards and autonomy of the student that are required.

The topic of conversation then drifts toward 'how do I bring this topic up with my supervisor, and what do I really want to say to them?' (a much better option than burying heads in the sand). I have listened to several fellow students discuss this amongst our peer group, with some very helpful suggestions and reasonings made. I later asked a few of people how their discussion with their supervisor went, and all reported that they had had a productive conversation. In these instances in was just a case of miscommunication, and the supervisor was only too happy to discuss the (minor) issues at hand with the student.

But what about the other end of the scale? What if your first couple of days at the placement are focussed around how you are going to be assessed? What happened to the clinical eposure and learning opportunities? By all means, it is fantastic that the clinical expectations of you are clearly outlined from the start and you are invited to ask questions... but there is a line. I have no doubt that supervisor I am referring to has all the best intentions, and aims to assist the student to make the most out of their placement at that facility, but thought that this was an interesting situation and gave it some thought.

Perhaps the difference is on a personal level. I hold the viewpoint that clinical placements are a wonderful opportunity to place what we have learnt over the past 3 years into practice, and for our supervisors to give us tips, suggestions and corrections along the way. Show us something new or different that they feel works well for a particular patient group. It is a little disheartening when your placement starts shaping up to be a giant OSPE, where we only go over what I have learnt in 2nd & 3rd year and are assessed as such. A very 'text-book style' approach.

We did discuss my eagerness do discuss/debate clinical reasoning decisions made during treatment sessions (rather than if I am going to pass or fail at this point in time). I emphasised that I was not challenging my supervisors clinical reasoning skills (they are the clinician with a wealth of knowlege, and I am a meager student) but rather wanting to discuss the treatment options so that I could develop an greater understanding and improve my clinical reasoning skills. They identified that as a person who trained in a different cultural context, their understanding and viewponts of student-supervisor relationships may differ from mine.

I believe we have come to understand that we have different approaches to certain situations, have recognised this, and I am looking forwad to learning as much from them as possible over the next few weeks.

And as for the ongoing emphasis on my final assessment... for the time being I will continue to smile and nod - it is a fairly trivial topic afterall.