A conversation analytic investigation into displays of expertise of different tutors in small group clinical skills training

Abstract

Clinical skills training requires a comprehensive understanding of how tutors demonstrate their knowledge, and fulfil their tutoring practices in medical education. This study aims to investigate expertise demonstration of different tutors following students' requests for information during clinical skills training. For this purpose, video recordings of the suturing skill training provided by three different tutors (medical expert, research assistant, and near-peer tutor) were analysed through Conversation Analysis. The findings show that medical expert showcases expertise knowledge through different practices such as using directives and providing assessments while the research assistant takes a more collaborative approach, involving peers in the learning process. The study also indicates that the near-peer tutor employs concise and less informative utterances, refrains from giving direct feedback. This research offers valuable insights into how tutors display expertise by documenting various interactional practices in clinical skills training, and providing data-driven implications for professional training programs in medical education.