1 Preparing your office for a resident University of BC Faculty of Medicine Department of Family Practice Post Graduate Program Written by John Edworthy, December 2006 Reviewed by Dr. Christie Newton, August 2012

2 GOAL A positive and worthwhile experience for you, your associates, your patients, your resident and your office staff. A positive and worthwhile experience for you, your associates, your patients, your resident and your office staff. Good preparation can make all the difference! Good preparation can make all the difference!

3 University of British Columbia Faculty of Medicine Department of Family Practice Dr. John Smith is a Clinical Instructor with the UBC Department of Family Practice. He is involved with the training of medical students or residents in Family Medicine. You may be asked to be attended by a trainee under his supervision. You will be helping to train our future doctors. You cooperation is much appreciated. Dr. Martin Dawes Department Head Department of Family Practice, UBC

4 Patients should understand the role of the resident You are a UBC teacher You are a UBC teacher Discuss: How will patients feel about your role as a teacher? How will they feel about being seen by a learner? Discuss: How will patients feel about your role as a teacher? How will they feel about being seen by a learner? Use “ volunteers ” Use “ volunteers ” Patients are valued when they can help train a doctor. Patients are valued when they can help train a doctor. How is patient permission obtained? How is patient permission obtained?

5 Prepare you office staff Prepare your office staff Prepare your office staff Meet with staff and explain the role of the resident and what they are there to do and learn. Meet with staff and explain the role of the resident and what they are there to do and learn. Have your staff participate in teaching: Have your staff participate in teaching: QUESTION: What could each of your staff members teach your learner? Make a list of possibilities. QUESTION: What could each of your staff members teach your learner? Make a list of possibilities.

6 Work with your office colleagues Meet to review: Meet to review: How each member will interact with the resident How each member will interact with the resident What special interests or skills the resident can learn from each member What special interests or skills the resident can learn from each member Question: What are the special skills or interests that each of the physicians in your practice could offer? Question: What are the special skills or interests that each of the physicians in your practice could offer? What special skills or opportunities do you offer? What special skills or opportunities do you offer? How the residents hours will coincide with the doctors in the office each day. How the residents hours will coincide with the doctors in the office each day.

7 Other resources around you Are you using the resources near to you? Discuss: What are the resources near your practice that could offer your learner a good learning experience?

8 Welcome the Resident! Get to know each other Get to know each other A bit about yourself A bit about yourself Resident ’ s background, interests Resident ’ s background, interests Meet the office staff and MDs Meet the office staff and MDs Tour the office Tour the office Describe your medical community Describe your medical community

9 Define Expectations What hours should the resident be in the office? (allow academic ½ days) What hours should the resident be in the office? (allow academic ½ days) How will the resident take call? (understand the resident ’ s contract) How will the resident take call? (understand the resident ’ s contract) Will the resident do rounds, clinics or other duties with you or colleagues? Will the resident do rounds, clinics or other duties with you or colleagues? Obstetrics call? Obstetrics call? Residents SHOULD take call. It is part of their learning experience. Residents SHOULD take call. It is part of their learning experience. How will the resident “ fit ” into your schedule and call schedule? How will the resident “ fit ” into your schedule and call schedule?

10 Resident experience Discussion point: What experiences should all residents have during their FP block time? Discussion point: What experiences should all residents have during their FP block time? Is there anything missing in your practice? Is there anything missing in your practice?

11 Special Opportunities Team or sports event Physician? Team or sports event Physician? Local Medical teams? Local Medical teams? Medical Volunteer? Medical Volunteer? Suggest: What other experiences could your resident have outside the office? Suggest: What other experiences could your resident have outside the office?

12 Objectives-look at your schedule The resident will have objectives that he or she will want to achieve during his or her rotation with you. The resident will have objectives that he or she will want to achieve during his or her rotation with you. Arrange a time at the beginning to discuss and record. Arrange a time at the beginning to discuss and record. Scheduled Meetings throughout the rotation to assess progress, meeting objectives. ( E-Res ) Scheduled Meetings throughout the rotation to assess progress, meeting objectives. ( E-Res ) Set times for observation (recorded or videotaped) Set times for observation (recorded or videotaped) Arrange time for feedback (appointment) Arrange time for feedback (appointment) Family Practice objectives: Family Practice objectives: on the UBC Family Practice web page at: on the UBC Family Practice web page at:

13 The resident ’ s “ Patient List ” Important for planned horizontal care Important for planned horizontal care A MUST for the College of FPs A MUST for the College of FPs Discuss: Do your residents have a clear list? How do your ensure the resident follows his/her patients and manages referrals, lab results etc. Discuss: Do your residents have a clear list? How do your ensure the resident follows his/her patients and manages referrals, lab results etc.

14 Physical Set up Resident “ place ” Resident “ place ” Welcoming Welcoming Independent work Independent work Chart reviews Chart reviews Research Research Can vary day to day! Can vary day to day! “ Extra ” examining rooms “ Extra ” examining rooms

15 Computers Accessible and convenient? High speed internet? Desktop? ubclinks.familymed.ca References? PDA and Programs? Web-Eval

16 Things to consider……… Exam room: equipment complete? Privacy? Observation? Exam room: equipment complete? Privacy? Observation? Office equipment: microscope? Peak flow? Liquid nitrogen? Doppler? Wood ’ s lamp? Suturing and casting supplies? Office equipment: microscope? Peak flow? Liquid nitrogen? Doppler? Wood ’ s lamp? Suturing and casting supplies? Autoclave and sterilization technique? Autoclave and sterilization technique? YOU ARE A MODEL YOU ARE A MODEL

17 Have you thought of…….. Boundary issues Level of comfort with social activities, being a friend of someone you ’ ll be evaluating Requests (locums) to a resident who will be evaluated

18 References Medical Teaching in Ambulatory Care Medical Teaching in Ambulatory Care Available through site Available through site Teaching Skills booklet Teaching Skills booklet Available to all clinical faculty for free, order online Available to all clinical faculty for free, order online

19 Thank You This module was written as an aid to the Preceptors in the Postgraduate Family Practice Program at the University of BC. This module was written as an aid to the Preceptors in the Postgraduate Family Practice Program at the University of BC. Study credit is available to groups of preceptors who complete the module Study credit is available to groups of preceptors who complete the module Please give us your feedback on the module so that we may improve it for others. Please give us your feedback on the module so that we may improve it for others. you comments to Dr. Christie Newton, Faculty Development, UBC Family Practice you comments to Dr. Christie Newton, Faculty Development, UBC Family Practice