Section 5: Examples of Scripts Specific to Certain Scenarios

“Meditreks reports are one measure of your performance and I’m glad to hear that you’re performing well in that domain. There are, however, still a few areas in which you could use further development. Let’s talk about them.” (Consider asking them to think about what areas they can identify for self-improvement before naming the areas yourself.)

“It sounds like you’d like more specific, on-the-spot feedback, even if it is not positive.  Am I hearing you correctly? Let me see if I can talk to your preceptors about being more direct in their feedback.  In the meantime, I have feedback here from your preceptors on areas they see as needing development.  Why don’t we have a seat and look through them together? Then we can come up with a plan of attack to get you where you need to be.”

“Could you tell me a little bit more about why you don’t think you need to be in Learning Support? I understand that some students find it embarrassing or shameful. I want to assure you that you are not being punished. Our only goal here is for you to be successful. I think we will reach that goal more quickly if you take advantage of the resources we’re offering you.”

“It can be so hard to balance everything that’s required of you as a student. I can remember what it was like. I would encourage you to rethink your stance on participating in LS activities. Yes, your classes and performance on exams is very important to your success. So is your performance in clinic. If you don’t take advantage of this resource we’re offering, you might fall even further behind. If that happens, you could be in danger of being dismissed from the program. Would you like to talk a little bit more about how to integrate the LS activities into your schedule or would you prefer to continue as you’ve been, knowing that there’s a risk that you could be dismissed?”

“I can understand why that would be confusing! Keep in mind that GPA is comprised of both scores from your didactic classes AND scores from your clinical skills experiences, including practicals and performance in clinic. Some students tend to be stronger in one area than the other; some students are strong in both! What I’m seeing right now, is that you’re doing well in your didactic classes and that’s fantastic. Let’s see if we can match your clinical performance to your academic performance.”

“I’m so sorry to hear you feel that way. I would hope that your impression isn’t true. And, we’ll probably never know whether or not that impression is true, right? Unfortunately, that’s something that you may have no control over. Why don’t we talk about what is within your control? Let’s start with the specific areas of growth I have here to review with you, based on what Dr. Ngyuen and the other preceptors have shared with me.”

They just don’t show any emotion or response when told that they are not performing at expected levels. They nod and seem to accept the news but then do not take advantage of the resources offered.

“It seems like I lost you a little during my feedback.  How are you feeling about all of this?  I can imagine that this might be unexpected/overwhelming/frustrating.  When you think of the resources I’ve just explained, which ones do you think you’re most likely to take advantage of?”

2nd part, follow-up to feedback when it is clear that the student is not taking advantage of resources: 

“Hi, xxx.  It’s been a few weeks since we had our feedback session.  During that time, I outlined many resources that you could take advantage of to support your improvement in clinic.  It doesn’t appear that you’ve taken advantage of any of them.  What’s getting in your way?”

If the student brushes off the question and continues to deflect:

“Listen, I know how overwhelming it can be as a student.  We’ve all been there.  I sincerely want you to be successful in this program.  I’ve outlined the resources we have available to you to improve your performance.  The ball is in your court, at this point.  I hope that you will reach out for help—if you don’t, please be aware that you may be in danger of being dismissed from the program.  I’m here if you have any questions.”

Or they show an obvious poor attitude with eye-rolling and body language evident of their lack of care/concern:

“I could be wrong, but it seems like you’re feeling angry/frustrated.  Do you want to talk about what you’re feeling or why you’re feeling that way?”

Or they show no effect at all, no nodding in agreement, no poor attitude, just no reaction:

“You seem kind of checked out right now.  How are you feeling in reaction to this feedback?”  (See Internalizing Student vs Externalizing Student grid)