When to Ask Questions vs. When to Just Do It (Clinical Training Expectations)
In clinical training, attending physicians often give direct tasks such as writing a note, checking labs, visiting a patient, or faxing a document. In most cases, these requests are not invitations for debate or prolonged clarification.
When you should just do it:
-
The task is clear and within your role
-
The request is routine (write a note, check labs, see a patient, fax paperwork)
-
You know where to find the information
-
The instruction does not involve patient safety uncertainty
In these situations, the expectation is prompt action. If an attending asks you to do something, you should assume it is needed now, not later.
If you don’t know how to do part of the task, look it up. If you can’t find something, search the chart, the EMR, or ask a specific question after you’ve already tried to figure it out yourself.
When asking a question is appropriate:
-
You are genuinely unsure about patient safety
-
The instruction is unclear or conflicting
-
You do not have permission or access to complete the task
-
You have made a thorough attempt to find the answer and cannot
Good questions are focused and efficient, not open-ended or excessive.
What is not viewed favorably in clinical settings:
-
Asking questions that could be answered by checking the chart
-
Asking about minor preferences unless they truly matter
-
Delaying tasks due to over-questioning
-
Acting helpless instead of resourceful
Medicine values initiative, judgment, and follow-through. Strong students move work forward while knowing when to speak up for safety or clarity.
The goal is not to avoid questions. The goal is to know which questions matter, and when the best answer is simply to do the work.
Saanvi Kapoor
Junior Assistant Research Intern
This award is given to recognize initiative, efficiency, and professional judgment. When an assignment is posted, unnecessary debate and helpless behavior hinders the whole group. Saanvi saw an assignment and simply just did it, without dragging her feet.
Saanvi earned this recognition by demonstrating something deceptively simple but extremely important in medicine and research: when a task is clearly requested, she completes it promptly and thoughtfully, without unnecessary over-complication. When asked to submit a headshot, she assessed the request, made reasonable professional choices, and followed through. She didn’t ask what color the background of the headshot should be. She didn’t ask what time of day she should submit it. She didn’t ask if her hair should be up or down. She just submitted a headshot immediately upon request, plain and simple.
There is of course a time and place when asking many follow up questions is important, but it is up to one’s own judgment when and where such follow up questions are needed. Usually in medicine if an attending physician, asks a student to do something they are to do it promptly. In most cases, attending physicians find it terribly time-consuming when the student responds with excessive questioning or asks when the task needs to be done or drags their feet. You can safely assume that if an attending physician ask you to do something you’re to do it as soon as possible. If you can’t find something, then look for it. If you don’t know the definition of something, then look it up.
Medicine values initiative. Acting helpless is not viewed as a strength.
This ability to act independently while respecting expectations is a core skill in clinical training and research environments, where progress depends on people who can move work forward without constant clarification.
This quality is especially notable in future physicians. Medical training rewards individuals who can tolerate ambiguity, make sound decisions with incomplete information, and execute tasks efficiently while maintaining professionalism. Over-questioning every minor detail often slows teams down; quiet competence moves them forward.
Beyond this moment, Saanvi’s application materials reflect the same strengths. Her cover letter shows clear motivation for research in medication safety in pregnancy, an understanding of patient safety, and genuine engagement with the mission of the program. Her résumé demonstrates strong academic performance, early clinical exposure, meaningful volunteer experience in hospital settings, leadership roles in health-focused organizations, and skills in communication and design that are valuable in research dissemination.
Again, this is not to say you should never ask for help. This is saying that it is important to know when asking for help is appropriate. And Saanvi appears to know when asking for help is or is not appropriate.
This award recognizes not only a single action, but a professional mindset: observe the goal, do the work, and keep things moving. That mindset will serve her well in medicine, research, and any high-functioning clinical team.