You don’t need to know it all

We have all been there before - your student asks you a question and your mind goes blank. You think, "I should probably know the answer to this!" But the reality is you don't - nor can you know it all! 

So why is it so important to be transparent with your student when you do not know the answer? Consider how impactful this authenticity is as you...

 Create a safe learning environment for the student. 

Sharing that you don’t know something with someone who is ultimately evaluating you can be very stressful.  Yes, there are basic expectations of what the student should know, but it is unrealistic for them to know everything.  Knowing that their educator is human, makes mistakes, and doesn’t know everything can create a safe place for them to share what they don’t know.  

        Role model your thinking process.

For students, being able to identify what you don’t know is important in developing their knowledge base and clinical reasoning. When you don’t know what you don’t know how will you know to find out?  This process comes more naturally for some than others, so it is helpful for students to see your thinking in action.     

        Role model life-long learning.

It’s not just the “I don’t know” but that it is followed up with, “what am I going to do about it?”  How do you sort this question out in the real world?   Where do you go for resources?  What’s great here is that this presents an opportunity for mutual learning.  For many clinicians, the students have stronger skills when it comes to finding the research for best practice.  They have something to offer you in this process.

So, if you’ve been pretending to know it all, you have my permission to stop the charade!  

Lisa 

Updated by Julie, 2024

Ask your student to make predictions

When you, as an experienced therapist, get a referral or review a chart you instantly make predictions about what you anticipate you will see and do.

Despite having only a minimal amount of information, you already have a basic template in your mind of what you will likely need to address with the client.  You probably even have what you need packed in your bag (or trunk of your car).  In fact, you likely have a back-up plan (or more!) ready to go. All of these predictions are based on the experiences you’ve had before with similar clients.

So how can you support this development? Because the truth: is there is much, much more nuance and thought behind this skill than simply experiencing something twice.

Prediction Tip: Part 1

When you ask your student to read a chart or a referral, have him/her create two lists.  One list can be called, “Things I know about the client” and the other list can be called “Things I anticipate”.  When the student is thinking about what is anticipated, he/she might consider:

• How I expect the client to present based on the diagnosis or referral (I think he will have difficulties concentrating, poor balance, difficulties with swallowing etc).  The student may need to look this up if the diagnosis is not familiar.
• The occupational performance issues that are anticipated (So what occupations do I think this will impact based on what I know about the client?  What occupations should I make sure I ask about?)
• The environmental conditions that need to be looked at based on what I already know (Is it important to know about stairs? Who else lives in the home?)
• How the client will progress (Is it likely this condition will improve?  Get worse?  Maintain?)

Prediction Tip: Part 2 (add a reflection!)

After they interact with the client, encourage them to go back to these lists to see what was right and what was off.   Have the student ask themselves...

• For things that were off, why was this so?
• Were there cues that I missed in the referral/chart?
• Would I do anything different next time?

Students are only in placement for a finite amount of time. Every opportunity to learn - including learning how to make predictions! - is truly going to support their ability to practice now and in the future!
Lisa

Revised by Julie, 2024