PLAB 2 OSCE Teaching Stations: Structure, Examples & Step-by-Step Guide

In PLAB 2 OSCE exams, teaching stations assess your ability to effectively communicate and explain medical concepts, procedures, or skills to a learner. This learner could be:

• A junior doctor (FY1)

• A nurse or healthcare assistant

• A patient or patient’s relative

The station tests not only your medical knowledge but also your ability to teach clearly, safely, and professionally (an essential skill for working in the NHS.)

Teaching stations are not about testing complex medical knowledge. They assess:

• Structure and clarity of your explanation

• Use of non-technical language (unless appropriate)

• Checking the learner’s understanding

• Demonstrating patience and good communication

Examples of Common Teaching Stations in PLAB 2:

Structure to Follow in Teaching Stations:

Here is a general structure to follow for the stations:

1. Introduction:

   • "Hello, my name is Dr. [Your Name], one of the doctors here today."

   • "I understand you’d like to learn about [topic]. Before we begin, can I ask how much you already know about it?"

2. Assess Prior Knowledge:

   • Avoid assuming what they know.

   • Example: "Have you ever seen or used an Epipen before?"

3. Step-by-Step Explanation or Demonstration:

   • Speak clearly and avoid jargon (unless the learner is another doctor).

   • Demonstrate safety measures (e.g., hand hygiene, checking expiry date on devices).

   • Use visual aids or equipment if available.

4. Check Understanding Throughout:

   • Ask open questions: "Does that make sense so far?"

   • Offer clarification: "Would you like me to go over that step again?"

5. Summarize Key Points:

   • Brief recap: "So, just to summarize..."

   • Confirm understanding: "Are you happy with that? Any questions?"

6. Safety Netting (if appropriate):

   • "If you’re ever unsure, please speak to a senior."

   • "Always follow local guidelines and policies."

Communication Style Expected:

• Calm, clear, structured

• Friendly but professional

• Encourage engagement: "Would you like to try that yourself?" (if a skill station)

• Non-patronizing tone

Common Mistakes in Teaching Stations:

• Jumping straight into the explanation without checking prior knowledge

• Overcomplicating explanations or using medical jargon with patients or non-medical staff

• Not checking understanding during or at the end of the session

• Forgetting safety measures (e.g., hand hygiene, proper handling of devices)

• Rushing through the steps without clear structure

📚 Guidelines and Best Practices Referenced:

• GMC Good Medical Practice – Teaching and Training:

  • "You should be willing to contribute to the education and training of other doctors and healthcare professionals."

• NHS Core Skills Framework (Teaching and Training Modules)

• Resuscitation Council UK Guidelines (for BLS stations)

• NHS Infection Prevention and Control Guidance: https://www.england.nhs.uk/publication/national-infection-prevention-and-control-manual-ipc/

• NICE CKS: Clinical Skills Summaries for device use, ECG interpretation, urine dipsticks, and inhaler technique

Key Takeaways for PLAB 2 Candidates:

• Teaching stations are not about showing off knowledge — they are about effective explanation, structure, and engagement.

• Always assess prior knowledge and adapt your explanation to the learner’s level.

• Maintain professionalism and follow safety protocols, especially in procedural or device-related teaching.

• Use the "Tell ➡️ Show ➡️ Do ➡️ Check" approach when teaching skills:

  • Tell: Explain the steps

  • Show: Demonstrate the skill

  • Do: Let the learner try (if relevant)

  • Check: Confirm understanding and technique