Introduction

Abstract

Doctors differ in their values, training, and practice setting, and eventually adopt diverse approaches to patient interviewing, data collection, and problem-solving. Consequently, medical students may encounter marked differences in the clinical methods of their tutors. For example, some doctors encourage patients’ narratives by using open-ended questions, while others favor closed-question interrogations; hospital- and community-based doctors may disagree on the value of the physical examination; and clinical tutors vary in the way they communicate clinical uncertainties to patients, colleagues, and students.