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. If primary prevention strategies have not succeeded, early detection of problems and intervention is essential. Just as early detection is key in the management of medical problems, it is crucial in the effective management of difficult teacher-learner interactions. Even if an educational problem cannot be eliminated, early detection can help minimize the negative impact on you, your staff, your patients, and the learner.
Secondary prevention depends on maintaining an awareness that things can go wrong.
Community-based teachers of health professionals are often optimists in dealing with their learners. They have come to expect high-quality learners with whom they are able to interact in a positive and pleasant way. As a result, early warning signs of difficult interactions are often ignored, downplayed, or attributed to a bad day or other circumstances. It is crucial for the teacher to pay close attention to these hunches or feelings that things may not be quite right. Additional clues can come from the comments or opinions of staff or partners.