What will the JMO learn? Define what you want him or her to know or be able to do by the end of the attachment.6 Writing outcomes isn’t about narrowing down learning and ignoring unexpected topics that may arise, but rather about organising learning.6,7 Outcomes need to be:

• Specific. Each outcome should be clearly defined, important and relevant;

• Achievable. Outcomes should involve areas JMOs are likely to be exposed to, at a level appropriate for their training. Avoid listing too many outcomes;

• Measurable. By observing or testing, you should be able to determine at the end of term whether the JMO has achieved specific outcomes.

Outcomes should cover all areas important to being a doctor, such as knowledge, skills, communication and professional behaviour.3 Ensure that trainees have input into topics, and include any areas of particular interest or areas in which they are deficient.8

How will the JMO learn? Learning on the job means that teachers should be teaching and giving feedback on a continual basis. One of the biggest complaints from JMOs is the lack of formal teaching, so some time should be set aside to provide this on a regular basis.9 Use a variety of methods and encourage input from JMOs themselves. Ensure your program complements rather than duplicates hospital tutorials.

Remember to give feedback to JMOs at the time they complete a task, such as after a case presentation.5

Assessment may be a formal requirement of your hospital or the medical colleges. Remember the criteria on which JMOs are being assessed and find “assessable moments” to observe their performance.

Much of this may be happening now — but is it organised?

Meet the JMO within the first few days and inform him or her of the learning plan during the attachment. Also issue written material. A good orientation covers:

• The JMO’s clinical duties;

• The plan for appraisal and assessment during the attachment;

• Administrative information (rosters, key contact people, meetings);

• A summary of how you expect the JMO to contribute to the teaching program; and

• An outline of how you and other staff will help the JMO with service work and learning.

Your regular contact with the JMO and opportunities for teaching usually revolve around cases in the practice, clinics or ward. Relate these cases to training outcomes, using cases notes, discharge summaries, letters and drug charts as the basis for discussion. Debriefing after recent challenges can be a powerful learning exercise. Remember to give feedback at these times and gather information for the end-of-term assessment.

Recruit others with expertise relevant to the learning outcomes (eg, nurse educators, laboratory staff, radiologists). Involve the JMO in any program by allocating topics for him or her to present. There is an increasing amount of relevant Internet-based material that you could use.

Evaluate the teaching at the end of the term. Ask JMOs what was useful for their learning and what could be improved.