Others may have extremely specific learning objectives. You should know the specific expectations before agreeing to teach the rotation and then review them with the learner at the beginning of the rotation. A detailed orientation for the learner is critical and should include your specific expectations to him or her. These and other issues of value to you should be specifically addressed with the learner from the beginning. A clear understanding of your expectations and goals can help the learner adapt to your environment and avoid significant problems.
Learners also bring their own expectations to a rotation or learning experience.
They may expect a certain level of responsibility or be counting on clinical experiences that are not available in your practice situation. Detecting any mismatches early can allow you to inform learners or negotiate options before problems develop. By the same token, knowing the learners individual desires, goals, and expectations will help you make their rotations more successful experiences for them. Even if a good orientation and discussion occur at the beginning of the rotation, new or unanticipated issues can develop once the rotation is underway. A formal opportunity to sit down together halfway through the rotation creates an opportunity to reassess and refine goals and expectations for both the preceptor and the learner and can set the stage for an even smoother second half of the experience.