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.

临床技能培训需要全面了解导师如何展示他们的知识，并完成他们在医学教育中的辅导实践。本研究旨在调查临床技能培训期间不同导师根据学生的信息请求进行的专业知识展示。为此，通过对话分析对三位不同导师（医学专家、研究助理和近同伴导师）提供的缝合技能培训的视频记录进行了分析。研究结果表明，医学专家通过不同的实践（例如使用指令和提供评估）展示专业知识，而研究助理则采取更具协作性的方法，让同伴参与学习过程。研究还表明，近同伴导师使用简洁且信息量较少的话语，避免提供直接反馈。这项研究通过记录临床技能培训中的各种互动实践，并为医学教育专业培训项目提供数据驱动的影响，为导师如何展示专业知识提供了宝贵的见解。