Provide an orientation Most of us recall clinical teachers whose social skills amounted to a brief glance and a grunt. Times have changed, or should have. Find out and remember the learner's name—a simple but important courtesy. Outline the special opportunities and benefits that the attachment can provide. Ask the learner to prepare a learning plan and then compare the learner's plan to your own expectations. Once the plan has been agreed, don't shelve it—refer to it during the attachment and modify as necessary. Find out and remember the learner's name—a simple but important courtesy Further reading Parsell G, Bligh J . Recent perspectives on clinical teaching. Med Educ 2001;35:409–14 Paulman PM, Susman JL, Abboud CA , eds. Precepting medical students in the office. London: Johns Hopkins University Press, 2000. Westberg J, Jason H . Collaborative clinical education: the foundation of effective health care. New York: Springer, 1993. Whitehouse C, Roland M, Campion P , eds. Teaching medicine in the community: a guide for undergraduate education. New York: Oxford University Press, 1997. Stott N, Davis R . The exceptional potential in each primary care consultation. J R Coll Gen Pract 1979;29:201–5 Ausubel D, Novak J, Hanesian H . Educational psychology: a cognitive view. New York: Rinehart and Winston, 1978.