How to use this test
- Read questions 31–36 first, then press play once for extract 1.
- Choose A, B or C as you listen. Do extract 2 (questions 37–42) the same way.
- Press Check my answers to see your mark, the line that proves each answer and why the other options are wrong.
Answers and explanations
These questions are Part C of our Listening Test 1. Once you have seen the answers here, treat that full test as practice; for a fresh estimate of where you stand, take Listening Test 2.
Show all 12 answers with the line from the recording
- 31A It wrongly implies that taking many medicines is harmful in itself. Extract 1
“But I think the word has become a bit misleading, honestly. It makes it sound as if the number itself is the problem. Someone with heart failure, diabetes and kidney disease might genuinely need eight medicines, and each one is earning its place.”
Why the other options are wrong:
- B He says that by the five-medicine definition 'a large proportion of people over seventy-five qualify', but he does not dispute this figure. His objection is that the count is the wrong focus, not that the numbers are inflated.
- C He mentions 'the sheer number of pills' as a real burden when discussing statins, but he never says the term itself makes patients anxious.
- 32C feel that stopping means they are being given up on. Extract 1
“But what I hear far more often is something like, so you're giving up on me, then? Stopping a medicine can feel like a message that they're no longer worth treating.”
Why the other options are wrong:
- A He mentions this as something people assume and says it is 'sometimes true', but not the most common reason he hears.
- B Attachment to tablets is part of the common assumption he contrasts with what he hears 'far more often'.
- 33B Their knowledge of which drugs could go is seldom what holds them back. Extract 1
“Most GPs I work with know perfectly well which medicines could go. The problem is the structure.”
Why the other options are wrong:
- A His own team joins case conferences 'where needed', but he says GPs should do this work 'in principle, yes'. He does not say it belongs to specialists.
- C He acknowledges that GPs 'often get blamed' but says 'I don't think that's fair'. He places the problem with the structure, not partly with GPs.
- 34C the number of patients who already had a medicine in mind to stop Extract 1
“What genuinely surprised us was something else. When the pharmacist asked, at home, is there anything you'd like to stop, nearly two-thirds of patients named a medicine straight away.”
Why the other options are wrong:
- A Just under two medicines per person is called 'respectable, but not dramatic', and he says what surprised them 'was something else'.
- B The kitchen drawer is mentioned to show how thorough the home review is. No finding about undisclosed medicines at home is reported.
- 35B Some users act on the flags without applying further judgement. Extract 1
“But I've seen people treat the list as a set of instructions, and that worries me.”
Why the other options are wrong:
- A The antidepressant and choir example shows what the software cannot know about one patient. He does not claim the tools often flag beneficial antidepressants.
- C He mentions the fifteen-minute consultation earlier as a barrier for GPs, but he does not connect it to the number of issues the software raises. He calls the tools 'helpful'.
- 36B any new symptom can then be linked to a particular change. Extract 1
“If you stop three things at once and the patient feels unwell, you've no idea which change was responsible”
Why the other options are wrong:
- A He mentions the patient feeling unwell, but his point is about identifying the cause. He does not claim that one change at a time makes feeling unwell less likely.
- C He does advise agreeing 'what the patient should watch out for', but this is one step of his advice, not the reason for changing one medicine at a time.
- 37B deciding whether to phone a doctor about a patient. Extract 2
“the patient doesn't look that sick yet, and the person who has to decide whether to pick up the phone is often a nurse working on her own”
Why the other options are wrong:
- A She explicitly rejects this: 'I don't think the nurses and doctors in our small hospitals lack knowledge about it.'
- C A nurse 'working on her own' is part of the scene she describes, but her point is the decision about whether to phone, not staffing levels.
- 38A A relative's remark was the warning she should have acted on. Extract 2
“The information that mattered most was standing right in front of me, and it came from her daughter. A family member telling you that someone is acting differently is a sign of new confusion, and I treated it as small talk.”
Why the other options are wrong:
- B She says this is what she 'told myself' for a long time about Joan's borderline observations, but adds 'that's not really true'.
- C She mentions prescribing oral antibiotics and sending Joan home, but she never says the antibiotic choice was the error. She says the key information came from the daughter.
- 39C The longest wait came before any doctor had been informed of the patient. Extract 2
“The big gap, a median of almost two hours, was between the first abnormal set of observations and anyone calling a doctor.”
Why the other options are wrong:
- A Phone coverage comes up in the nurses' explanations, but only 'a few' mentioned it. The overwhelming reason was fear of a false alarm, not being unable to get through.
- B This is what she assumed before the audit ('finding the right antibiotic, getting a line in'), but she says 'It wasn't'. Once a doctor was contacted, antibiotics came 'reasonably quickly'.
- 40B They did not want to call a doctor out unnecessarily. Extract 2
“They didn't want to call out a doctor who might be forty minutes away for what might turn out to be nothing.”
Why the other options are wrong:
- A Only 'a few' nurses mentioned poor phone coverage; she contrasts this with the overwhelming answer.
- C She says the opposite: 'The nurses could see the patient was in the red zone.'
- 41A They would add little, because staff already saw the problem. Extract 2
“A new tool wouldn't have changed what they knew.”
Why the other options are wrong:
- B She says the charts 'already have clear calling criteria, in red', so this contradicts her.
- C Checklists and stickers are listed as the usual response she has lost enthusiasm for; she does not call for simpler versions.
- 42B Nurses call the doctor and, under a standing order, begin the pathway at the same time. Extract 2
“the nurse should call the on-call doctor straight away, ideally by video, and at the same time be authorised under a standing order to start the pathway without waiting for the doctor to see the patient”
Why the other options are wrong:
- A Video is only her preferred way of making the call. Authority to act comes from a standing order, so treatment starts 'without waiting for the doctor to see the patient'.
- C She rejects putting the call after treatment: 'The call is never delayed. It just stops being the thing that everything else waits for.' The call and the pathway happen at the same time.
Transcripts
Transcript: extract 1 (Interview: deprescribing in older adults)
Narrator: Part C. Extract one. You'll hear a radio interview with Dr Rohan Iyer, a geriatrician, about reducing medicines in older people. For questions thirty-one to thirty-six, choose the answer which corresponds most closely with what you hear. Now listen.
Radio presenter: Good morning, and welcome to Health Matters. Many older people take a long list of medicines, and there's growing interest in carefully reducing them, what's known as deprescribing. With me is Dr Rohan Iyer, a geriatrician who's been leading a local pilot programme on this. Dr Iyer, welcome.
Geriatrician: Thank you, Fiona. Good to be here.
Radio presenter: Let's start with the word everyone uses: polypharmacy. What does it actually mean?
Geriatrician: Well, the usual definition is five or more regular medicines, and by that measure a large proportion of people over seventy-five qualify. But I think the word has become a bit misleading, honestly. It makes it sound as if the number itself is the problem. Someone with heart failure, diabetes and kidney disease might genuinely need eight medicines, and each one is earning its place. The real question is whether every single medicine is still doing more good than harm for that person, at this point in their life. A tablet that made sense at sixty may not make sense at eighty-five.
Radio presenter: Can you give us an example?
Geriatrician: Sure. Take a statin started for prevention twenty years ago. If someone is now frail, with limited life expectancy, the benefit may simply not arrive in time, while the side effects and the sheer number of pills are very real today. Or sleeping tablets, benzodiazepines, which significantly increase the risk of falls in older people. Those are classic candidates for a conversation.
Radio presenter: And yet I imagine patients don't always welcome that conversation.
Geriatrician: No, and it's important to understand why. People often assume it's because patients are attached to their tablets, or worried their symptoms will come back. That's sometimes true. But what I hear far more often is something like, so you're giving up on me, then? Stopping a medicine can feel like a message that they're no longer worth treating. If you don't address that directly, the conversation goes nowhere.
Radio presenter: So how do you address it?
Geriatrician: By being clear that it's about treating them better, not less. I'll say, this tablet may be adding to your dizziness, and we'd like you to be steadier on your feet. That lands very differently.
Radio presenter: Many listeners will be thinking about GPs here. Aren't they the ones who should be doing this?
Geriatrician: In principle, yes. And I want to be careful, because GPs often get blamed for polypharmacy, and I don't think that's fair. Most GPs I work with know perfectly well which medicines could go. The problem is the structure. A standard consultation is fifteen minutes, the patient's come in with a new problem, and adding a medicine takes thirty seconds. Stopping one safely means a discussion, a plan, follow-up. The system rewards starting things, not stopping them.
Radio presenter: Which brings us to your pilot. Tell us about it.
Geriatrician: So for the past eighteen months we've run what we call the Westmere Medicines Partnership. Patients over seventy-five on ten or more medicines get a home visit from a pharmacist, who goes through everything, including whatever's in the kitchen drawer. Then the pharmacist, the GP and, where needed, someone from my team meet for a short case conference and agree a plan.
Radio presenter: And the results?
Geriatrician: We've seen about two hundred patients so far. On average we stopped or reduced just under two medicines per person, which is respectable, but not dramatic. What genuinely surprised us was something else. When the pharmacist asked, at home, is there anything you'd like to stop, nearly two-thirds of patients named a medicine straight away. They'd wanted to raise it for years but never felt there was room in a GP appointment.
Radio presenter: That's striking. What about technology? There are software tools now that flag potentially inappropriate medicines.
Geriatrician: They're helpful, and I use them. They're good at saying, have you thought about this one? But I've seen people treat the list as a set of instructions, and that worries me. The software doesn't know that a patient's antidepressant is the reason she's still going to her choir. The tool can start a conversation, but it can't have it for you.
Radio presenter: Finally, for health professionals listening who want to make a start, what's your advice?
Geriatrician: Don't try to fix the whole list in one go. Pick one medicine, explain why, agree what the patient should watch out for, and book a follow-up. If you stop three things at once and the patient feels unwell, you've no idea which change was responsible, and you may lose their trust for the next conversation.
Radio presenter: Dr Rohan Iyer, thank you.
Transcript: extract 2 (Presentation: recognising sepsis in rural hospitals)
Narrator: Extract two. You'll hear a presentation by Dr Hannah Whitcombe, an emergency physician, about recognising sepsis in rural hospitals. For questions thirty-seven to forty-two, choose the answer which corresponds most closely with what you hear. Now listen.
Conference chair: Our next speaker is Dr Hannah Whitcombe, an emergency physician who's spent the last ten years working across small rural hospitals. Her talk is called The Sixty-Minute Problem. Hannah.
Emergency physician: Thanks, Michael. Morning, everyone. I want to start with something that might sound odd from someone who's about to talk to you about sepsis. I don't think the nurses and doctors in our small hospitals lack knowledge about it. Every one of you could probably list the warning signs: a high or low temperature, a fast heart rate, fast breathing, low blood pressure, new confusion. The problem in a rural hospital is different. It's three in the morning, there's no doctor on site, the patient doesn't look that sick yet, and the person who has to decide whether to pick up the phone is often a nurse working on her own.
Emergency physician: Let me tell you about a patient I'll call Joan. This was early in my career. Joan was sixty-eight, she came in with her daughter, and she had a urinary tract infection. Her temperature was up a little, her heart rate was a bit fast, her blood pressure was okay. I did a urine test, prescribed oral antibiotics, and sent her home. As they were leaving, her daughter said to me, she's just not herself, she's usually so sharp. And I said something reassuring, and I meant it.
Emergency physician: Joan came back by ambulance at six the next morning in septic shock. She survived, after nine days in an intensive care unit three hundred kilometres away. For a long time I told myself the problem was that her observations were borderline. But that's not really true. The information that mattered most was standing right in front of me, and it came from her daughter. A family member telling you that someone is acting differently is a sign of new confusion, and I treated it as small talk.
Emergency physician: Now, that's one story. So last year we looked at the bigger picture. We audited every adult sepsis presentation over twelve months across eleven small hospitals in our district. That was three hundred and twelve patients. The national standard says antibiotics should be given within sixty minutes of sepsis being recognised. Before we started, I assumed the delay would be in the treatment itself, you know, finding the right antibiotic, getting a line in, that kind of thing. It wasn't. Once a doctor had been contacted, most patients got their antibiotics reasonably quickly. The big gap, a median of almost two hours, was between the first abnormal set of observations and anyone calling a doctor.
Emergency physician: So we asked the nurses why. And to be fair, a few did mention poor phone coverage. But overwhelmingly, the answer was the same. They didn't want to call out a doctor who might be forty minutes away for what might turn out to be nothing. They were afraid of the false alarm.
Emergency physician: Now, the usual response to an audit like this is a new tool. Another screening chart, another checklist, another sticker on the front of the notes. And I'll be honest, I've lost my enthusiasm for that. Our observation charts already have clear calling criteria, in red. The nurses could see the patient was in the red zone. A new tool wouldn't have changed what they knew. What they needed was permission. Permission to call early without apologising, and permission to act.
Emergency physician: So if I could change one thing tomorrow, it would be this. When a patient meets the sepsis criteria, the nurse should call the on-call doctor straight away, ideally by video, and at the same time be authorised under a standing order to start the pathway without waiting for the doctor to see the patient. Take blood cultures, start fluids, give the first dose of antibiotics. The call is never delayed. It just stops being the thing that everything else waits for. Some people have suggested we simply transfer everyone with suspected sepsis to the regional centre. But a two-hour transfer isn't a treatment plan. The first hour still happens with us. So give our nurses the authority to act in that hour, and back them when they do. Thank you.
What Part C tests, and the traps
Part C checks that you can follow a longer argument: what a specialist thinks, why, and how sure they are. The questions follow the order of the recording.
- A fact the speaker does not dispute: question 31 mentions how many older people take five or more medicines; the speaker accepts that figure, so an option that says he questions it is wrong.
- View, then qualification: speakers often say “yes, but”. The answer is usually in the “but”.
- Someone else’s opinion: a speaker reports what patients or colleagues assume, then disagrees. Check whose view the question asks for.
Practise every part free
Questions candidates ask
What is OET Listening Part C?
Part C is two longer recordings on a healthcare topic, usually an interview and a presentation, about five minutes each. Each has six multiple-choice questions with three options, so Part C is worth 12 of the 42 Listening marks.
Why is Part C the hardest part of OET Listening?
The questions ask about opinions, attitudes and reasons, not single facts, and the speakers often give a view and then qualify it. You have to hold an argument in your head while reading the next question.
How do I get better at OET Listening Part C?
Read all six questions before the recording starts and underline whose view each one asks about. While listening, move on as soon as the speaker moves on; a missed question is one mark, but losing your place can cost three.
How many marks do I need in OET Listening for a B?
OET adjusts the conversion for each test, so there is no fixed table. Its guidance is that about 30 of the 42 Listening marks is usually around 350 (grade B).
Is this an official OET sample test?
No. Both scripts and recordings are original, written and voiced for this site. For the exam provider’s own samples, see the free sample tests on oet.com.
Sources
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