What’s in a name? A discussion of what medical students and junior doctors call their senior colleagues, and why it matters

• Main Authors: Janet Lefroy, Maggie Bartlett, Simon Gay, Ashley Hawarden, Ruth Kinston
• Format: Article
• Language: English
• Published: Association for Medical Education in Europe (AMEE) 2017-09-01
• Series: MedEdPublish
• Subjects: Educational relationships
• Online Access: https://www.mededpublish.org/Manuscripts/1213
• ISSN: 2312-7996

How should a medical student address their clinical tutor? Sociolinguistic ideas such as politeness theory tell us that the choice of formal or informal terms of address is determined by the positions of those communicating on two axes; relative status and degree of intimacy. This positioning is influenced by the interaction of personal characteristics of the individuals involved, but there are cross-cultural variations to these rules which are also changing as the world changes. The purpose of the communication will also influence terms of address. There is evidence that reducing social distance within teams improves team-working and that the perception of hierarchy prevents medical students asking for help. Such evidence forces us to take an honest look at how we train our junior colleagues to address us. Students may discover that the etiquette of the medical school classroom differs from that of the clinical placement and find themselves uncertain about how to address their colleagues appropriately. We suggest that it may be helpful in such a quandary to 'mind the gap' rather than ignoring it or trying to close it by imposing a blanket rule on it. We conclude by calling for sociological study with healthcare professionals and their students to discover whether formal or informal forms of address help or hinder aspects of learning and clinical teamwork.