Read each card the way you would in the exam: who is the patient, what do they need, and what will they worry about? Then practise it out loud. Other sets: OET role-play cards for nurses, OET role-play cards for doctors.
Dentistry Bleeding gums in pregnancy
Setting: Dental clinic
You are a dentist. Ms Nomsa Engstrom, aged 29, is 20 weeks pregnant with her first child and has come in because her gums bleed when she brushes. Your examination shows red, swollen gums consistent with pregnancy gingivitis and a small cavity in a lower back tooth that needs a filling. Before the examination she told you she does not want any X-rays or injections while she is pregnant and would prefer to wait until after the birth.
Tasks
- Find out about Ms Engstrom's symptoms, her usual oral hygiene routine and what she has read about dental treatment in pregnancy
- Explain the cause of her bleeding gums and how to care for them at home (hormonal changes, plaque, brushing and cleaning between teeth)
- Reassure her about the safety of dental treatment during pregnancy (X-rays only if needed, local anaesthetic, second trimester)
- Explain why the filling should not be delayed until after the birth
- Agree a treatment plan and arrange follow-up
Dentistry Painful wisdom tooth before an overseas flight
Setting: Dental clinic
You are a dentist. Mr Iwan Gwilliam, aged 22, is a university student who has come in with pain around his lower right wisdom tooth for three days. On examination the tooth is partially erupted, and the gum flap over it is red, tender and has food trapped beneath it. There is no facial swelling, he can open his mouth normally and his temperature is normal. Your diagnosis is mild pericoronitis. He is flying overseas in four days.
Tasks
- Find out about Mr Gwilliam's symptoms and his travel plans
- Explain the diagnosis and why removing the tooth or prescribing antibiotics is not recommended today (healing time before flying, no signs of spreading infection)
- Reassure him about managing the problem while he is away
- Explain today's treatment and home care (cleaning under the gum, mouth rinses, pain relief, warning signs needing urgent care)
- Agree a plan, including assessment for removal after his return
Dentistry Dentist: early childhood tooth decay and a defensive parent
Setting: Dental clinic
You are a dentist. Ms Bhavana Unnikrishnan has brought her 4-year-old son for his first dental check-up after several weeks of pain when eating. Your examination shows decay in several of his baby molars, some of it extensive, in a pattern that suggests frequent sugary drinks; there is no facial swelling or sign of spreading infection, and you have already provided interim care today to ease his pain. He needs a referral to a specialist children's dentist for treatment, and your practice will continue to provide his routine and emergency dental care while he waits, as well as supporting changes to his diet and brushing at home.
Tasks
- Find out about her son's drinking and eating habits and his tooth-brushing routine at home
- Explain your findings and why baby teeth matter (chewing, speech, holding space for adult teeth, risk of pain and infection)
- Reassure Ms Unnikrishnan in a non-judgemental way and respond to her belief that baby teeth do not need treatment
- Advise on practical changes at home (bedtime drinks, sugary foods and drinks, brushing with fluoride toothpaste)
- Explain the referral and what to do if his symptoms get worse, and agree a plan for home care and follow-up
Dentistry Neglected oral care in a parent with dementia
Setting: Dental clinic
You are a dentist. You have just examined an 83-year-old man with moderate dementia who has lived in a care home for eight months. He has several root cavities and has lost his upper partial denture. His daughter, Mrs Lindiwe Haugen, came with him and is angry with the care home. She wants all his treatment done in one visit. You plan to prescribe high-fluoride toothpaste and set up a shared daily mouth-care plan with the care home staff and the family.
Tasks
- Find out about Mrs Haugen's concerns and her father's current daily mouth care (who helps him, how he copes with brushing, what he eats and drinks)
- Explain why his treatment needs to be planned over several shorter visits (dementia, tolerance of treatment, steps involved in making a new denture)
- Explain the daily mouth-care routine he needs (high-fluoride toothpaste, supervised brushing by staff, what to do if he refuses, reducing sugary snacks and drinks)
- Respond to her anger and encourage her to take part in a shared care plan
- Agree the next steps (written plan for the care home, follow-up appointment)
Dentistry Dentist: root canal treatment or extraction for an anxious patient
Setting: Dental clinic
You are a dentist. Mr Bogdan Kowalczyk, aged 38, has had three days of severe, throbbing pain in his lower left first molar. You have diagnosed irreversible pulpitis. The tooth has a large old filling but is restorable, and you recommend root canal treatment. Mr Kowalczyk is very anxious and is demanding that the tooth be extracted today.
Tasks
- Find out about his previous root canal experience and what worries him most about treatment
- Explain the diagnosis and why root canal treatment is recommended (saving a restorable natural tooth)
- Explain the possible long-term consequences of extracting the tooth
- Reassure him about how pain and anxiety can be managed during treatment (e.g. effective anaesthesia, agreed stop signal, sedation options)
- Agree a plan for treatment today
Dietetics Toddler with iron deficiency and high milk intake
Setting: Paediatric outpatient clinic
You are a dietitian. Ms Valentina Luna has brought her 20-month-old daughter, who has been referred by the GP after blood tests showed iron-deficiency anaemia. The referral letter says the child drinks more than a litre of cow's milk a day from a bottle and eats very few solid foods. The medical team is managing her iron treatment, and you have been asked to review her diet.
Tasks
- Find out about her daughter's usual daily milk intake, eating pattern and use of the bottle
- Explain in simple terms how drinking a lot of milk can lead to low iron
- Persuade Ms Luna to reduce milk gradually to about 500 mL a day and move from a bottle to a cup (address her concerns about her daughter going hungry)
- Suggest iron-rich foods and practical ways to offer them
- Agree a plan and arrange follow-up
Dietetics Dietitian: first dietary advice after a type 2 diabetes diagnosis
Setting: Community health centre (dietetics clinic)
You are a dietitian. Mr Oisin Sarkar, aged 72, is a retired bus driver who was diagnosed with type 2 diabetes by his GP last week. The GP has not started any medication yet and has referred him to you for first dietary advice. Mr Sarkar has heard that he must stop eating bread, potatoes and fruit altogether.
Tasks
- Find out about Mr Sarkar's usual eating pattern and what he understands about diet and diabetes
- Explain in simple terms that carbohydrate foods do not need to be cut out, and that the type and amount matter
- Suggest practical changes to his meals (e.g. higher-fibre bread, portion sizes, whole fruit instead of juice, fewer sugary drinks)
- Reassure him that he can still enjoy the foods he likes
- Agree one or two realistic goals and arrange follow-up
Dietetics Weight loss in an aged care resident
Setting: Aged care facility
You are the dietitian at an aged care facility. Ms Bhavana Hegde's mother, aged 86, has mild dementia and has lost 5 kg over the last three months, and her nutrition screening now shows she is at high risk of malnutrition. The GP has been asked to assess her for other possible causes of the weight loss and will see her this week; alongside this, you plan to fortify her meals, add snacks between meals and start an oral nutritional supplement drink. Ms Hegde has asked to speak with you after visiting her mother at lunchtime today.
Tasks
- Acknowledge what Ms Hegde saw at lunchtime and reassure her that help from staff at mealtimes will be part of her mother's plan
- Find out more about her mother's eating (appetite, eating habits, food preferences, what helps her eat)
- Explain why older people with dementia may lose weight, why it matters, and that the GP is checking for other causes
- Explain the nutrition plan (extra energy and protein in meals, snacks between meals, supplement drink in addition to help at meals)
- Agree how staff and family can work together and arrange a review
Dietetics Husband caring for wife with Parkinson's disease
Setting: Home visit
You are a community dietitian visiting Mr Scott Coverdale, aged 78, at home. His wife, aged 75, has Parkinson's disease and has lost about 4 kg over the past three months. Her meals take a long time and she tires quickly, and Mr Coverdale does all the cooking. The GP has referred her for nutrition advice, and you are speaking with Mr Coverdale while his wife rests.
Tasks
- Find out about his wife's current eating pattern and what happens at mealtimes
- Explain why smaller, more frequent, energy-dense meals and snacks may help her (e.g. adding extra energy to everyday foods)
- Suggest simple ways to make cooking and meal preparation easier for him
- Reassure Mr Coverdale about his worries that he is failing his wife and cannot cope
- Agree a plan and arrange follow-up
Dietetics Renal dietitian: managing fluid and potassium between haemodialysis sessions
Setting: Hospital renal dialysis unit
You are a renal dietitian. Mrs Njeri Meredith, aged 46, started haemodialysis three times a week four months ago. She has repeatedly arrived for her sessions with large fluid weight gains and potassium levels above the target range. The nursing team says she often has cramps while fluid is removed, and they have asked you to review her diet during today's session. You are seeing her while she is on the machine.
Tasks
- Find out about her usual eating and drinking between sessions and how she is feeling physically (work days, home, any symptoms)
- Explain in simple terms why extra fluid and high potassium are a risk for her
- Respond to her frustration and her reluctance to make changes
- Suggest practical ways to manage thirst and reduce high-potassium foods that fit her routine
- Agree one or two realistic goals and arrange follow-up
Occupational Therapy Handwriting difficulties: is my son just lazy?
Setting: Paediatric occupational therapy clinic
You are an occupational therapist. Ms Sinead Zheng's 6-year-old son was referred by his school because of difficulty with handwriting. Your assessment last week found poor fine motor control, a weak pencil grip and difficulty forming letters. His teacher has described him as 'not trying'. Ms Zheng has come to discuss the results.
Tasks
- Find out about Ms Zheng's concerns and how homework is going at home (her views, plans for homework)
- Explain the assessment findings in simple terms (fine motor and coordination difficulty, not laziness)
- Persuade Ms Zheng not to punish her son for messy work (effect on confidence, effort versus ability)
- Advise on practical ways to support him at home (short practice, play-based activities, praise for effort)
- Agree a plan, including therapy sessions and liaison with the school
Occupational Therapy Refusing a shower chair before discharge after hip replacement
Setting: Orthopaedic hospital ward
You are an occupational therapist. Mr Jasper Kershaw, aged 78, had a total hip replacement four days ago and is expected to go home in two days. He lives with his wife in a single-storey house with a shower over the bath and a standard-height toilet. You have recommended a bath transfer bench (a shower seat that sits across the bath) and a raised toilet seat for his recovery, but he has told the nurses he is 'not an invalid' and will manage without them.
Tasks
- Find out how Mr Kershaw has been managing the bathroom on the ward, how he plans to manage showering and using the toilet at home, and his reasons for not wanting the equipment
- Explain in simple terms why the equipment is recommended during his recovery (making sitting, standing and bathing safer while the hip heals, reducing the risk of a fall)
- Reassure him about his concerns (e.g. the equipment is usually temporary, it supports his independence)
- Agree a plan (e.g. staying safe in the bathroom on the ward now, trying the equipment, washing and toileting at home, involving his wife, follow-up)
Occupational Therapy Child will not wear her hand splint after a burn
Setting: Hand therapy outpatient clinic
You are an occupational therapist in a hand therapy clinic. Three weeks ago, an 8-year-old girl had a scald burn to the back of her right hand and fingers, and the wounds have now healed. Two weeks ago you fitted a night splint, to be worn overnight to keep her fingers stretched, and a pressure glove to reduce scarring, prescribed for wear day and night and taken off only for bathing, washing the glove and moisturising the skin. Her mother, Ms Wanjiru Mutua, has come to today's review alone while her daughter is at school, without the splint or glove, and says she has stopped using them.
Tasks
- Find out why Ms Mutua has stopped using the splint and glove (when, what her daughter complains of, how the hand looks and moves)
- Explain in simple terms why the splint and glove are important at this stage of healing (scar tightening, hand movement)
- Reassure Ms Mutua that her daughter's discomfort will be assessed and can be reduced (checking and adjusting the fit, skin care for itch)
- Suggest practical ways to help her daughter accept the splint and glove (bedtime routine, involving her daughter)
- Agree a safe plan for restarting them and arrange follow-up (fit check first, wearing times, warning signs)
Occupational Therapy Making the kitchen safe for a mother with dementia
Setting: Home visit
You are a community occupational therapist. Last week you assessed an 82-year-old woman with moderate dementia who lives with her daughter, Mrs Sina Kereama, aged 54, who is her main carer. Her mother has twice left saucepans burning on the gas stove in the past month. You recommended that she cook only when someone is with her in the kitchen, and that a licensed gasfitter assess the stove and fit a timer-controlled gas shut-off valve, which cuts the gas supply after a set time but cannot detect whether a burner is lit or whether anyone is in the kitchen. Mrs Kereama has asked to see you again because she is unhappy with these recommendations.
Tasks
- Find out about Mrs Kereama's concerns and how her mother currently uses the kitchen (daily routine, times she is alone)
- Explain in simple terms why the recommendations were made and what the shut-off valve can and cannot do (risk of fire, gas left on, memory and attention changes)
- Reassure Mrs Kereama that the aim is to keep her mother cooking safely, not to stop her (shared cooking, adapted tasks, checking which appliances she can use safely)
- Agree a plan for the kitchen, including what will happen while her mother is alone before the valve is fitted, and arrange follow-up
Occupational Therapy Wanting to drive home after a stroke
Setting: Inpatient rehabilitation ward
You are an occupational therapist on the rehabilitation ward. Mr Dindo Galang, aged 66, is a self-employed electrician who had a right-sided stroke four weeks ago. His walking and arm strength have recovered well, and he is due to be discharged next week. Your assessments this week showed left-sided visual neglect: he often misses things on his left side. He has told the nurses he plans to drive his work van home and go straight back to work.
Tasks
- Find out about Mr Galang's plans for discharge and returning to work
- Explain the assessment findings in simple terms (left-sided neglect, how it affects driving and safety at work)
- Explain that he must not drive or do hazardous work until cleared (driving: review by his doctor, possible specialist driving assessment, informing the licensing authority and his insurer; work: no ladders, roof spaces or hazardous electrical tasks until the rehabilitation team has assessed his work capacity)
- Respond to his frustration and his worries about losing income
- Agree a plan for getting home and for the next steps
Optometry Child's progressing myopia: glasses and myopia control
Setting: Optometry practice
You are an optometrist. Ms Raelene Eversley has brought her 7-year-old son for his annual eye examination. He was prescribed glasses for short-sightedness (myopia) a year ago, and today his myopia has increased noticeably in both eyes, from about -1.00 D to about -2.25 D. You would like to discuss myopia-control options and arrange a review in 6 months.
Tasks
- Find out about her son's daily routine (how often he wears his glasses, screen use, time spent outdoors)
- Reassure Ms Eversley that glasses do not weaken the eyes, and explain why her son should keep wearing them full-time
- Explain the main option to slow down his short-sightedness (myopia-control spectacle lenses) and give supportive everyday advice (more time outdoors, healthier screen habits)
- Agree a plan, including a review in 6 months
Optometry Contact lens overwear and papillary conjunctivitis
Setting: Optometry practice
You are an optometrist. Ms Min-ji Hwang, aged 24, has itchy eyes, a stringy mucous discharge and monthly soft lenses that feel uncomfortable and keep moving. You have found enlarged papillae under both upper eyelids and protein deposits on her lenses; her corneas are clear and her vision with glasses is normal, and your diagnosis is contact lens-related papillary conjunctivitis. Your plan is for her to stop lens wear and use an antihistamine/mast-cell stabiliser eye drop to ease the itching and inflammation (one drop in each eye as directed on the label, with clean hands, without letting the tip touch the eye), with a review in about a week.
Tasks
- Find out about Ms Hwang's lens wear and care routine (how long she uses each pair, cleaning, storage)
- Explain the diagnosis and its likely cause in simple terms
- Explain why she needs to stop wearing her lenses for now and how to use the eye drops (healing time, risks of continuing, discarding current lenses and case)
- Respond to her concerns about wearing lenses at her friend's wedding
- Agree a plan for safe future lens wear and follow-up (warning signs needing urgent care, hygiene rules, daily disposables, review)
Optometry Raised eye pressure: reluctance to see an ophthalmologist
Setting: Optometry practice
You are an optometrist. Mr Bongani Kimura, aged 67, has come in for new reading glasses and has no eye complaints. Today's examination shows confirmed eye pressures of 25 mmHg in the right eye and 26 mmHg in the left, open drainage angles, mild glaucomatous cupping of both optic discs and an early visual field defect in his right eye, with no features of an eye emergency. These findings suggest early open-angle glaucoma, and you plan to refer him to an ophthalmologist on a non-urgent basis.
Tasks
- Explain today's findings in simple terms (eye pressure, optic nerve, side vision)
- Explain why early glaucoma usually causes no symptoms and why it needs to be confirmed and treated
- Find out about his reluctance to see a specialist and his concerns
- Persuade him of the importance of the referral, addressing his worries about cost
- Agree a plan for the referral and his reading glasses
Optometry Retinal tear: same-day referral before a flight
Setting: Optometry practice
You are an optometrist. Mrs Lisa Moxham, aged 56, came in today because of new flashes of light and a shower of floaters in her right eye over the last two days. Your dilated examination shows a horseshoe-shaped retinal tear in her right eye, with no sign of retinal detachment at present. You have spoken to the ophthalmologist on call, who can see her this afternoon to assess her for laser treatment. Mrs Moxham is due to fly overseas tomorrow morning.
Tasks
- Explain your findings in simple terms (retinal tear, risk of detachment)
- Explain why she needs to see the eye specialist today (possible laser treatment to seal the tear)
- Find out about her travel plans and her concerns
- Persuade Mrs Moxham to attend the appointment today and reassure her about her fears
- Agree a plan for this afternoon (getting to the appointment safely, warning signs that need urgent attention)
Optometry Cataract: vision below the driving standard
Setting: Optometry practice
You are an optometrist. Mr Arnel Espiritu, aged 78, has come in for a routine eye examination and new glasses because he has trouble with glare when driving at night. You have found bilateral cataracts, and even with his best glasses his vision is now below the legal standard for driving a private car. He drove himself to the practice today, and his wife, who cannot drive, is waiting in the car. He has not yet been told the results.
Tasks
- Find out about Mr Espiritu's driving and the difficulties he has noticed with his vision (glare, night driving, any near misses)
- Explain your findings in lay terms and tell him that he should stop driving now, including not driving home today
- Explain that he is responsible for informing the licensing authority, and that cataract surgery may allow him to drive again
- Respond to his anger and his concerns about caring for his wife
- Agree a plan (how he and his wife will get home today, other ways to get to appointments, referral to an ophthalmologist, follow-up)
Pharmacy Codeine cough syrup request for a toddler
Setting: Community pharmacy
You are a pharmacist in a community pharmacy. Ms Diana Cowgill, aged 31, has come to the counter asking for a codeine-containing cough syrup for her 3-year-old son. A friend recommended it. Her son has had a cold with a dry cough, mainly at night, for four days.
Tasks
- Find out about her son's symptoms and general health (breathing, temperature, eating and drinking, what has been tried so far)
- Explain why codeine and other cough medicines are not suitable for her son (safety risks in young children)
- Advise on safe ways to ease his symptoms at home
- Respond to her concerns about her friend's advice and her son's cough
- Explain the warning signs that need medical attention and agree a plan
Pharmacy Stopping metformin because of stomach upset
Setting: Community pharmacy
You are a community pharmacist. Ms Revathi Vasudevan, aged 54, was diagnosed with type 2 diabetes about six weeks ago, and her GP started her on immediate-release metformin 500 mg tablets: one tablet once a day with the evening meal for the first week, then one tablet twice a day with meals. She has come in to collect her second month's supply. She has just told you she stopped taking it because of nausea and diarrhoea, and that she plans to manage her diabetes with diet alone.
Tasks
- Find out how Ms Vasudevan has been taking her metformin and about her symptoms (timing, food, how long, how severe)
- Explain that stomach side effects are common when starting metformin and describe ways to reduce them (taking it with or straight after meals, increasing the dose slowly)
- Persuade her not to give up her diabetes medication long term without first discussing it with her GP (diet alone may not be enough, other options may be available)
- Agree a plan for the next few days (what to do about her tablets until she speaks to her GP, when to stop them temporarily and get urgent advice)
Pharmacy Warfarin patient wanting ibuprofen for back pain
Setting: Community pharmacy
You are a pharmacist. Mr Mitchell Quarrell, aged 68, has come to the counter asking to buy ibuprofen for lower back pain that started after gardening. Your pharmacy records show he takes warfarin for atrial fibrillation, prescribed by his GP. He says paracetamol 'does nothing' for him.
Tasks
- Find out about his back pain and how he has been using paracetamol (and anything else he has taken)
- Explain why ibuprofen is not recommended with warfarin (increased risk of bleeding)
- Respond to his annoyance and encourage safer ways to manage the pain (heat, staying gently active; paracetamol only with care while on warfarin)
- Agree a plan, including when he should contact his GP and which symptoms need emergency or same-day attention
Pharmacy New medicines after hospital discharge
Setting: Community pharmacy
You are a community pharmacist. Mrs Rudo Tipene, aged 49, has brought in a discharge prescription for her father, aged 82, who went home from hospital yesterday after an admission for heart failure. The discharge summary shows that his perindopril was stopped and, after the required 36-hour gap, sacubitril with valsartan was started in hospital; bisoprolol, dapagliflozin and furosemide have also been started, ibuprofen is to be stopped and atorvastatin is unchanged. His discharge action plan says: weigh every morning and contact the GP or heart failure team within 24 hours if weight rises by more than 2 kg in two days or swelling or breathlessness worsens; if vomiting, having diarrhoea or unable to eat and drink normally, withhold dapagliflozin and seek advice promptly for an individual plan for his other heart medicines and restarting; stop dapagliflozin and get urgent medical help for possible ketoacidosis (abdominal pain, vomiting, unusual drowsiness, deep or fast breathing), even if blood glucose is not high; and call an ambulance (000) for severe breathlessness, chest pain, or swelling of the face, tongue or throat. Mrs Tipene is confused about the changes and needs to return to work shortly.
Tasks
- Find out how her father manages his medicines at home, which old tablets he still has, and whether he has taken any perindopril since leaving hospital
- Explain in simple terms which medicines he should stop and which new ones he should start (old blood pressure tablet replaced, no anti-inflammatory painkillers)
- Explain the key safety points for the new medicines (dizziness, daily weighing and action plan, sick days, warning signs needing urgent help)
- Reassure her about her worries and offer a dose administration aid
- Agree a plan that fits her time constraints (today's supply, removing old medicines, follow-up)
Pharmacy Demanding antibiotics for a sore throat
Setting: Community pharmacy
You are a pharmacist. Mr Dindo Magbanua, aged 27, has asked to speak to you about a sore throat he has had for two days. He tells the pharmacy assistant he has a mild fever and wants antibiotics because he has an important job interview. He seems irritated about having to wait.
Tasks
- Find out about Mr Magbanua's symptoms and exactly which medicines he has already taken (products, strengths, amounts and times)
- Explain why antibiotics are unlikely to help his sore throat (cause, limited benefit, side effects and resistance)
- Respond to his frustration and his insistence on antibiotics
- Explain any concern about the medicines he has taken, arrange appropriate advice before further pain relief, and recommend safe symptom relief for his interview
- Agree on which warning signs mean emergency help, which mean an urgent same-day doctor review, and when to see a GP
Physiotherapy Knee pain in a young footballer
Setting: Physiotherapy clinic
You are a physiotherapist. Ms Courtney Tolhurst has brought her 12-year-old son, who has had pain and swelling just below his right kneecap for about two months. The pain gets worse during and after football. The GP referred him with probable Osgood-Schlatter disease. Your assessment today found a tender, slightly swollen bony area just below the kneecap, full knee movement, tight thigh muscles and no other worrying findings. Her son is now in the waiting room, and Ms Tolhurst has asked to speak with you alone.
Tasks
- Find out about Ms Tolhurst's concerns and her son's current sport and activity levels
- Explain the condition in simple terms (cause, link to growth, likely course)
- Reassure her that stopping all sport is not necessary, and explain how pain can guide activity
- Outline the management plan (adjusting training load, ice after activity, stretching and strengthening exercises)
- Agree a plan and arrange follow-up
Physiotherapy Back pain - the patient wants a scan and bed rest
Setting: Physiotherapy clinic
You are a physiotherapist. Mr Murali Easwaran, aged 42, is an office worker who has had low back pain for two weeks. His GP referred him to you after an assessment found no signs of a serious cause, and your own examination today agrees with this. He has told the receptionist that he expected to have an MRI scan first and that he has been resting at home until the pain goes.
Tasks
- Find out how the pain is affecting Mr Easwaran's daily life and what he has been doing to manage it
- Explain why a scan is not needed at this stage (no warning signs of a serious problem, scans often show changes that are not causing the pain)
- Persuade him that keeping active is better for recovery than resting in bed
- Explain a graded activity and exercise plan (walking, gentle exercises, breaking up periods of sitting)
- Agree a plan, including a gradual return to work, a review appointment, and warning signs that need emergency help (numbness around the buttocks or genitals, bladder or bowel problems, worsening leg weakness)
Physiotherapy Physiotherapist: breathing exercises and getting out of bed after open bowel surgery
Setting: Surgical ward
You are a physiotherapist. Mr Oluwaseun Ekwueme, aged 63, had open surgery yesterday to remove part of his large bowel. He is an ex-smoker, and on your assessment he is taking shallow breaths with reduced air entry at the bases of both lungs. He has refused to do his deep breathing exercises or sit out of bed because his wound hurts.
Tasks
- Find out about Mr Ekwueme's pain, how he is using his pain relief and what is stopping him from moving and breathing deeply
- Explain why deep breathing, coughing and getting out of bed early are important after his operation (risk of chest infection, ex-smoker)
- Demonstrate and explain how to support his wound when coughing and moving (pillow or folded towel)
- Reassure him about his concerns and persuade him to try the exercises
- Agree a plan, including asking the nursing staff to review how he is feeling and to time his pain relief before he gets out of bed again
Physiotherapy Falls at home - keep Dad in a wheelchair?
Setting: Home visit
You are a community physiotherapist. You are visiting a 79-year-old man with Parkinson's disease who has fallen twice at home in the past month. He was not seriously injured either time. His GP has referred him for a falls assessment. He lives with his daughter, Ms Rocio Cabello, aged 52, who is his full-time carer. Before the visit, she phoned to say she wants him to use a wheelchair all the time.
Tasks
- Find out about the falls and how Ms Cabello is coping (circumstances, timing with his tablets, any dizziness, her own health and support)
- Explain how sitting most of the day could affect him and why his walking and moving need assessing before deciding how to use a wheelchair (strength, balance, independence)
- Reassure Ms Cabello that her concerns are valid and persuade her to try a safe, active approach (assessment first, support for her)
- Advise her what to do if he falls again (do not lift him, check for injury, when to call for help)
- Agree a plan (home changes, blood pressure and medication review, mobility and equipment assessment, exercise, follow-up)
Physiotherapy Walking the day after hip fracture surgery
Setting: Hospital orthopaedic ward
You are a physiotherapist on an orthopaedic ward. Mr Bo Tse's 84-year-old mother fractured her hip in a fall at home and yesterday had internal fixation with metalwork. The surgical team has cleared her for weight bearing as tolerated. This morning you stood her up and she took a few steps with a frame, but she found it painful and became tearful. Her son has just arrived, has heard about the session, and has asked to speak to you.
Tasks
- Acknowledge Mr Tse's anger and find out what is worrying him about his mother walking so soon (what he was told, what he saw, any other changes)
- Explain in lay terms why it is safe for her to stand and walk on the repaired hip
- Explain why getting up early is important for her recovery (risks of staying in bed, getting home)
- Reassure him about how her pain and safety will be managed during sessions
- Agree how he can support her physiotherapy while she is on the ward
Podiatry Plantar ulcer – reluctance to wear an offloading boot
Setting: Podiatry clinic (community high-risk foot service)
You are a podiatrist in a community high-risk foot service. Mr Sipho Hamdan, aged 58, is a self-employed builder with type 2 diabetes and peripheral neuropathy. He has a small, painless ulcer under the first metatarsal head of his right foot that has not healed after 4 weeks of dressings. Today there are no signs of infection. You want him to start wearing a knee-high offloading walker boot, but he says it will stop him working and driving his work van.
Tasks
- Find out about Mr Hamdan's work, daily activity and footwear, and his concerns about the boot
- Explain in simple terms why a painless ulcer is still serious (loss of feeling, pressure, risk of infection)
- Explain how the boot helps the ulcer heal and how it should be worn (at all times when standing or walking)
- Persuade him to wear the boot, addressing his worries about income and driving
- Agree a plan, including warning signs that need urgent attention, and arrange follow-up
Podiatry Ingrown toenail – partial nail avulsion for a teenager
Setting: Podiatry clinic
You are a podiatrist. Ms Gemma Ellingham's 14-year-old son plays football and has had a painful ingrown toenail on his right big toe for three months. The GP has treated it with two courses of antibiotics, but it keeps becoming red and swollen again. You have examined him and recommend a partial nail avulsion with phenol under local anaesthetic. He is waiting outside, and his mother has asked to speak to you first because she is worried about the procedure.
Tasks
- Find out about Ms Ellingham's concerns and what she already understands about the procedure
- Explain why the procedure is recommended (repeated infections, antibiotics do not correct the nail edge)
- Explain what the procedure involves (local anaesthetic injection, removing the side of the nail, phenol to stop regrowth, main risks)
- Reassure her about pain and safety, and be realistic about when her son can return to football
- Agree a plan for the next steps and aftercare (talking with her son, dressings, review, when to seek help)
Podiatry Aged care resident – overgrown nails and heel redness
Setting: Aged care facility
You are a visiting podiatrist. Mrs Raelene Pendlebury, aged 52, is the daughter of an 84-year-old resident with dementia. On her visit today, Mrs Pendlebury found her mother's toenails long and thickened and a red area on her left heel, and asked staff to call you. You have just reduced and filed the nails and assessed the heel: there is non-blanching redness with intact skin, consistent with early pressure damage. You will discuss a pressure-care plan with the nursing staff after this conversation.
Tasks
- Find out Mrs Pendlebury's concerns and what she has noticed about her mother recently (mobility, time in bed or chair, signs of discomfort)
- Explain your findings in lay terms (nails treated and regular visits needed; early pressure damage on the heel, skin not broken)
- Respond to her anger and her wish for someone to be blamed (acknowledge, avoid blaming or defending staff, explain how to raise a concern)
- Outline the care plan you will recommend to staff (keeping weight off the heel, repositioning, frequent heel checks, prompt pain assessment and relief)
- Agree how she will be kept informed and involved
Podiatry Peripheral neuropathy – unsafe hot foot soaks
Setting: Home visit
You are a community podiatrist visiting an 81-year-old man with type 2 diabetes and peripheral neuropathy. The 81-year-old man reports that his feet always feel cold. His 49-year-old son and carer, Mr Tafadzwa Chahine, prepares hot foot soaks for him every evening. Today you found a blister on the top and side of the patient's left foot that appears to be a superficial partial-thickness burn; you have assessed its depth, extent and the circulation in the foot, dressed it, and found no signs of infection. You have obtained same-day advice from the burns service, who will guide further dressings and review, and involved the high-risk diabetic foot service; the patient is resting in the next room.
Tasks
- Find out how Mr Chahine cares for his father's feet, including the evening soaks (how hot, how long, how he checks the water)
- Explain why reduced feeling in the feet makes heat dangerous and how the blister probably happened
- Reassure Mr Chahine that he is not being blamed, and respond to his belief that the soaks help circulation
- Advise on safer ways to keep the feet warm and on daily foot checks (what to look for, when to seek help)
- Agree a plan for caring for the burn in line with the specialist advice and arrange follow-up
Podiatry Plantar heel pain – marathon in 3 weeks
Setting: Podiatry clinic
You are a podiatrist. Ms Liezl Ngo, aged 34, is a recreational runner who has had pain under her right heel for six weeks. It is worst with the first steps in the morning and after sitting. Your assessment today is consistent with plantar fasciitis. She is running her first marathon in three weeks and has come in asking for a corticosteroid (cortisone) injection so that she can keep training at full mileage.
Tasks
- Find out about Ms Ngo's current training, her footwear and how she has been managing the pain, including any medicines
- Explain the condition and why a corticosteroid (cortisone) injection is not the best option at this stage (short-term relief only, possible risks, usually considered only when other treatment has not worked)
- Persuade her to reduce her training now to protect her heel (e.g. reducing running volume, cross-training, using pain as a guide rather than masking it with painkillers)
- Agree a management plan (e.g. stretching and strengthening, taping, footwear), explain when to stop running and seek urgent help, and arrange a review to decide whether running the race is advisable
Radiography Anxiety about entering the MRI scanner
Setting: Radiology/imaging department - MRI suite
You are a radiographer in the MRI suite. Mrs Amaka Lama, aged 52, has been referred by her GP for an MRI of the lumbar spine because of persistent low back pain with pain and tingling down her left leg. Her MRI safety screening form has been completed and shows no contraindications. She has changed into a gown, but on seeing the scanner she has become panicky about the enclosed space and says she wants to go home.
Tasks
- Find out what is worrying Mrs Lama about the scan (previous experiences, specific fears)
- Explain what the scan involves (positioning; approximate length: about 20–30 minutes for today's lumbar scan, in several short sections, longer if pictures need repeating; noise; staying in contact with you)
- Reassure Mrs Lama about the ways she can stay in control and feel more comfortable (call buzzer, stopping at any time, properly fitted MRI hearing protection with optional music through suitable headphones, support for her back)
- Persuade her to try the scan today rather than leaving, while respecting her choice
- Agree a plan for today and what will happen if she cannot complete the scan
Radiography Chest X-ray for a toddler
Setting: Radiology/imaging department - general X-ray room
You are a radiographer. Ms Anitha Mahadevan's 3-year-old son has been referred by his GP for a chest X-ray because of a cough lasting about ten days and intermittent fever for the last four days. He is too young to keep still on his own, so the department asks a parent to hold him while wearing a lead apron. Ms Mahadevan is reluctant to put on the apron and is worried about the X-ray.
Tasks
- Find out Ms Mahadevan's concerns about the X-ray and check whether she could be pregnant before she holds her son
- Explain why the GP has asked for the X-ray and how small the radiation dose is for a child
- Explain why the person holding him wears a lead apron and what will happen during the X-ray (position, holding still, how quickly it is done)
- Reassure her about her worries
- Agree how the X-ray will go ahead today (who will hold her son)
Radiography Long wait before a contrast CT
Setting: Radiology/imaging department - CT waiting area
You are a radiographer working in the CT department. Mr Tafadzwa Karimi, aged 64, is an outpatient booked for a contrast-enhanced CT scan of the abdomen, requested by his GP. He has been waiting for nearly two hours because several emergency patients had to be scanned first, and nobody has updated him. He has come to the desk, angry, saying he will leave if he is not scanned now. He is next on the list and should be scanned in about 20 minutes. Routine contrast safety screening will be completed with him separately before the injection, and department policy is that outpatients stay for 30 minutes after a contrast injection for observation before the cannula is removed and they go home.
Tasks
- Acknowledge Mr Karimi's frustration and find out what is worrying him most about the delay
- Explain why the delay has happened (urgent patients prioritised, no details about other patients) and apologise that he was not kept informed
- Explain when his scan is likely to happen and briefly what it will involve (including the observation period afterwards)
- Persuade him to stay for the scan (importance for his GP's assessment, rebooking would delay results)
- Agree a plan for the rest of his visit, including how you will keep him updated
Radiography Possible pregnancy before a lumbar spine X-ray
Setting: Radiology/imaging department - private screening room next to the general X-ray reception
You are a radiographer. Ms Leila Ozturk, aged 26, has been referred by her GP for a lumbar spine X-ray after hurting her lower back lifting boxes at work three days ago. During routine pregnancy screening at reception she said her period is about a week late, so you have moved her to a private room next to reception to continue the conversation. Department policy is that women whose period is overdue are treated as possibly pregnant before any X-ray of the lower back, abdomen or pelvis. She wants the X-ray done today.
Tasks
- Find out more about the possibility of pregnancy (when her last period started, contraception, any symptoms)
- Explain in simple terms why the X-ray cannot go ahead today without further checks
- Respond to her concerns about her employer and insurance claim
- Explain the options (pregnancy test, discussion with her GP about whether the X-ray is still needed, rebooking)
- Agree a plan with Ms Ozturk
Radiography MRI postponed because of an unidentified pacemaker
Setting: Radiology/imaging department - MRI safety screening area
You are a radiographer in the MRI department. A 79-year-old woman with mild dementia has been referred by her GP for a brain MRI to investigate memory decline. During the safety check, her son, Mr Rupert Carrington, tells you that she had a pacemaker fitted about ten years ago, but neither he nor his mother has any details of the device. The referral form did not mention a pacemaker, and the scan cannot go ahead safely today.
Tasks
- Find out what Mr Carrington knows about his mother's pacemaker (where and when it was fitted, any device card, recent checks) and how her memory has been changing
- Explain in simple terms why the scan cannot be done safely today without full details of the device
- Respond to Mr Carrington's anger and disappointment about the wasted trip
- Explain the steps needed before the scan can be rebooked (identifying the device, arranging a pacemaker check if these have lapsed, liaising with the heart device clinic)
- Agree a plan for rebooking and what he can do to help
Speech Pathology Preschool stuttering: a father's worry about 'slowing down'
Setting: Community health centre, paediatric speech pathology clinic
You are a speech pathologist. Leo, aged 3, started stuttering about four months ago, and you completed his initial assessment last week. His stuttering is mild to moderate, with repeated sounds and words and some blocks, and his language skills are otherwise developing well. His father, Mr Alejandro Fuentes, has come back without Leo to discuss the results. At the assessment you noticed that Mr Fuentes often told Leo to 'slow down and take a breath' and finished his sentences for him.
Tasks
- Find out how the stuttering affects Leo day to day and how the family respond when he stutters
- Explain the outlook for stuttering in young children (many children recover; effective early treatment is available)
- Advise Mr Fuentes on more helpful ways to respond (e.g. giving Leo time, not finishing his sentences, not telling him to slow down)
- Reassure Mr Fuentes that he has not caused the stutter and respond to his concerns
- Agree a plan for treatment or monitoring, including review
Speech Pathology Speech sound errors and a request to 'cut the tongue-tie'
Setting: Private paediatric speech pathology clinic
You are a speech pathologist. Last week you assessed Amira, aged 4, who was referred by her preschool teacher. She has a speech sound disorder, mainly replacing /k/ and /g/ with /t/ and /d/ (for example, 'tup' for 'cup'). You noted a mild tongue-tie, but her tongue movement for speech looked adequate. Her mother, Ms Abena Barbieri, has come back to discuss the results and start therapy, but she has asked for a letter supporting tongue-tie surgery instead.
Tasks
- Find out what Ms Barbieri has heard about tongue-tie and why she prefers surgery
- Explain in simple terms why the tongue-tie is unlikely to be causing Amira's speech errors (sounds made at the back of the tongue)
- Persuade her of the benefits of speech therapy (weekly sessions, short daily home practice)
- Respond to her concerns about time and commitment
- Agree a plan for therapy and next steps if she still wants a medical opinion about the tongue-tie
Speech Pathology Parkinson's disease: intensive voice therapy and the time commitment
Setting: Hospital outpatient speech pathology department
You are a speech pathologist. Mrs Jing Ghani's mother, aged 80, has had Parkinson's disease for six years. Her voice has become very quiet and the family struggle to hear her. You assessed her last week and recommended an intensive voice treatment programme: four 1-hour sessions a week for 4 weeks, plus daily home practice. Mrs Ghani, who works full-time and would have to drive her mother, has asked to speak with you before agreeing.
Tasks
- Find out how her mother's quiet voice is affecting daily life and what concerns Mrs Ghani has about the programme
- Explain why the treatment is delivered intensively (frequent sessions, daily home practice, building a habit of a louder voice)
- Respond to her doubts about whether the effort is worthwhile for a progressive condition
- Discuss practical ways to make attendance manageable (e.g. session times, sharing the driving, transport options)
- Agree a plan for starting the programme
Speech Pathology Aphasia after stroke: a frustrated husband
Setting: Home visit, community rehabilitation service
You are a speech pathologist with the community rehabilitation team. Mr Khoa Phan, aged 65, is the husband and main carer of a 63-year-old woman who had a left-hemisphere stroke three months ago. She has moderate expressive aphasia, but she understands simple sentences relatively well. At your last visit you noticed that Mr Phan asks her to repeat words correctly before he responds. She has started to withdraw from conversation.
Tasks
- Find out how communication is going at home and how Mr Phan is coping (daily conversations, his wife's withdrawal and mood, his own wellbeing)
- Explain in simple terms what expressive aphasia is (a language difficulty, not a lack of effort or intelligence)
- Explain communication strategies that can help (allowing time, short sentences, yes/no questions, gesture, writing, pictures)
- Respond to his belief that she could speak properly if she tried harder, and persuade him to try a different approach
- Agree a plan for home communication and therapy practice, and arrange follow-up (including any further support needed)
Speech Pathology Dysphagia after stroke: refusing thickened fluids
Setting: Hospital ward, stroke rehabilitation unit
You are a speech pathologist. Mr Bongani Andreou, aged 78, had a stroke ten days ago. A videofluoroscopic swallow study (a swallowing X-ray) three days ago showed that thin fluids enter his airway without him coughing, so he has been prescribed mildly thick fluids. The nurses report that he has been asking visitors to bring him ordinary tea and has said he will drink what he likes.
Tasks
- Find out Mr Andreou's views on his thickened drinks and what he has been drinking (how he feels about them, how much he drinks, visitors bringing tea)
- Explain the results of his swallow X-ray in simple terms (thin drinks going into the airway, why no cough does not mean he is safe, what thickened drinks can and cannot do)
- Respond to his anger and reassure him that the thickened drinks are intended to be reviewed as his swallow recovers
- Discuss ways to make the thickened drinks more acceptable to him
- Agree a plan (drinking enough, drinks from visitors, mouth care, review of his swallowing)
Veterinary Science Exercise restriction after cruciate ligament surgery
Setting: Veterinary clinic
You are a veterinarian. Mr Ramesh Achari's 5-year-old male Labrador retriever had tibial plateau levelling osteotomy (TPLO) surgery on his right hind leg yesterday for a ruptured cranial cruciate ligament, and the surgery went well. The dog is ready to go home today with pain relief and a protective cone; the surgeon's plan is short lead walks for toileting only at first, increased only as directed by the clinic, a wound check in 10-14 days, and strict exercise restriction until an X-ray review at about 8 weeks. Mr Achari has mentioned to the nurse that he plans to let the dog off the lead at the beach next week because 'he is already walking fine'.
Tasks
- Find out about Mr Achari's plans for the dog over the coming weeks and his home situation
- Explain why the dog needs strict exercise restriction even though he is walking well (bone healing, risk to the plate and screws)
- Explain what activity is safe during recovery (lead walks for toileting only at first, confinement, no running, jumping or stairs)
- Respond to Mr Achari's frustration about the length of the restriction
- Agree a home care plan and arrange follow-up visits (wound check in 10-14 days, X-ray review at about 8 weeks)
Veterinary Science Puppy vaccination and early socialisation
Setting: Veterinary clinic
You are a veterinarian. Ms Efua Visser, aged 27, has brought her 9-week-old Border Collie puppy in for a first health check. The breeder's records show one vaccination has already been given, and the second puppy vaccination is due today. The examination today is normal. Ms Visser has told the nurse that she has read online that vaccines are 'over-used'. She plans to skip the second vaccination and take the puppy to the local dog park this weekend.
Tasks
- Find out about Ms Visser's concerns about vaccination and her plans for the puppy (where she has read about vaccines, what she wants to do this weekend)
- Explain why a puppy needs a full course of vaccinations (protection not yet complete, serious infections such as parvovirus)
- Explain the risks of taking a partly vaccinated puppy to a dog park before the course is finished
- Reassure her about her worries and suggest safe ways to socialise the puppy now (visitors at home, carrying the puppy outside, puppy classes)
- Agree a plan for vaccination and socialisation
Veterinary Science Starting insulin for a newly diagnosed diabetic cat
Setting: Veterinary clinic
You are a veterinarian. Mr Farai Rinaldi, aged 68, has brought back his 11-year-old neutered male domestic shorthair cat, who is overweight. Blood and urine tests have confirmed diabetes mellitus, and the cat is otherwise bright and eating well. You have recommended twice-daily insulin injections, but Mr Rinaldi has told the receptionist he 'could never stick a needle in' his cat.
Tasks
- Find out Mr Rinaldi's concerns about giving injections and his home situation (daily routine, any help available)
- Explain in simple terms what diabetes means for his cat and why twice-daily insulin is needed
- Reassure him about giving injections (fine needles, injection under the skin, practical support from the clinic)
- Explain the warning signs of low blood sugar and what to do
- Agree a plan for starting treatment and follow-up
Veterinary Science Rabbit with gastrointestinal stasis needing admission
Setting: Veterinary clinic
You are a veterinarian. Ms Carmen Ortega has brought in her children's 6-year-old neutered male rabbit, which has not eaten or passed droppings for about 18 hours. On examination the rabbit is quiet and hunched. Its abdomen feels firm and gassy, gut sounds are reduced, and you can see sharp spurs on the back (molar) teeth. You suspect gastrointestinal stasis, probably linked to dental disease, but a blockage has not yet been ruled out, and you want to admit the rabbit today. The nurse at the front desk has a written estimate ready for the first 24 hours of hospital care (pain relief, fluids, X-rays, warmth and monitoring); dental treatment is not included. Ms Ortega has told the receptionist she must leave in a few minutes to collect her children from school.
Tasks
- Find out briefly about the rabbit's recent eating, droppings, diet and behaviour
- Explain your findings and why gut stasis in rabbits is an emergency (risk of rapid deterioration)
- Explain the treatment you recommend in hospital (pain relief and fluids first, prompt X-rays to check for a blockage, assisted feeding only once a blockage is ruled out and he is stable; dental treatment discussed separately later)
- Persuade Ms Ortega to leave the rabbit at the clinic today, responding to her concerns about time
- Agree practical arrangements (consent and cost limit for initial care, contact details, when you will phone her with an update)
Veterinary Science Quality-of-life discussion for an elderly dog
Setting: Veterinary clinic
You are a veterinarian. Mrs Tamsin Bhattarai, aged 72, has brought in her 14-year-old female Golden Retriever, who has advanced osteoarthritis and chronic kidney disease and is on pain relief chosen to suit her kidney condition, a kidney-support diet and an appetite stimulant. Over the past fortnight the dog has stopped being able to stand without help and is eating very little; today she has lost weight, has muscle wasting in her back legs and early pressure sores on her hips, and you want to reassess her pain, nausea and kidney function today before agreeing a plan. Mrs Bhattarai has asked for 'stronger tablets'.
Tasks
- Find out how the dog has been managing at home (eating, any other symptoms, moving, toileting, the things she still enjoys)
- Explain why increasing her tablets alone will not reverse her underlying diseases (kidney risks of some medicines, the need to reassess her pain and other symptoms)
- Raise the subject of her quality of life sensitively, including euthanasia as an option if her comfort cannot be maintained, and respond to Mrs Bhattarai's distress
- Agree a safe plan for the next day or two (e.g. treatment today, practical care at home, an early review, when to call the clinic urgently)
Questions candidates ask
What is on an OET role-play card?
The setting, who you are, who you are talking to and what has happened, then usually four or five tasks to cover. The interlocutor has a separate card with the patient's background and concerns, which you don't see.
How long is an OET role-play?
You get 3 minutes to read the card and prepare, then the role-play lasts about 5 minutes. The Speaking test has two role-plays, plus a short warm-up that isn't marked.
Are these real OET role-play cards?
No. They are original cards written in the official format. OET's own free sample cards are on oet.com. Recalled exam cards break OET's rules, and we don't use them.
How should I practise role-play cards?
Out loud, timed and with someone answering back. Read the card for 3 minutes, speak for 5, then check which tasks you covered and how you handled the patient's worries.
Sources
Last checked 22 Oct 2026. Rules and prices change: confirm on the official page before you book or apply.
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