OET Medicine key terms

A scheduled meeting in which a patient discusses a health problem with a doctor or other clinician. In OET Listening, most recorded extracts are consultations, so recognising their typical structure and polite phrasing is essential.

A short spoken summary of a patient's record, such as admission details or a discharge plan, delivered by a colleague. OET Listening Part A uses these monologues, and you must write brief answers while listening once only.

A Listening task type where you fill gaps in a summary using words heard in the recording. Answers are usually short, often a single word or number, and must be spelled accurately to score.

Information in a recording or text that seems to answer a question but is later corrected, replaced, or negated. Candidates who write the first number or name they hear often lose marks to distractors.

Words and phrases speakers use to signal what comes next, such as 'firstly', 'moving on', or 'just to clarify'. Noticing these helps you track where you are in a recording and predict upcoming information.

Cautious wording that softens a claim, for example 'it might be', 'possibly', or 'I'm not entirely sure'. In Listening, hedged statements often mark the speaker's real opinion or a change of plan.

Working out meaning that is suggested rather than stated directly. OET Listening and Reading both test whether you can conclude, for example, that a patient is anxious from what they say about sleeping.

The main overall point of a text or recording, as opposed to specific details. Some questions ask for gist, so you need to summarise the purpose or message in your own words.

Reading quickly to grasp the general topic and structure before answering questions. In OET Reading Part B, a brief skim of each short text helps you locate the relevant section faster.

Moving your eyes quickly over a text to find a specific detail, such as a drug dose, a date, or a contraindication. It is faster than reading every word and is useful under timed conditions.

Expressing the same meaning with different words. OET Reading questions rarely repeat the exact wording of the text, so recognising paraphrases is a core skill for matching answers correctly.

Identifying the important words in a question and finding their equivalents in the text. Effective matching looks for synonyms and related ideas rather than identical spelling.

Recognising whether a text is a policy, a drug guideline, a patient letter, or a research summary, and adjusting your reading accordingly. Each type organises information differently and signals relevance in its own way.

The way sentences and paragraphs are linked so a text reads as a whole, using reference words, repetition, and connectors. Understanding cohesion helps you follow an argument across long Reading passages.

The logical order and consistency of ideas in a text, so each part supports the overall message. In Reading, noticing breaks in coherence can help you spot where an answer has been misread.

A word or phrase that shows the relationship between ideas, such as 'however', 'therefore', or 'in addition'. Connectors often carry the contrast or cause that a Reading question depends on.

A formal letter from one clinician to another asking for assessment, treatment, or an opinion. OET Writing Task 1 usually requires a referral letter that selects and prioritises relevant case information.

The clinical record provided as source material for the Writing task, containing history, results, medication, and social details. You must select what the reader needs rather than copying everything.

A letter handing over a patient's care to another ward, unit, or service. It focuses on current condition, treatment given, and what the receiving team must monitor.

A letter written when a patient leaves hospital, summarising the admission, treatment, follow-up plan, and medication changes. It is one of the letter types the Writing task may ask for.

The principle of including only information that helps the reader act on the letter. OET Writing penalises copying irrelevant case-note details and rewards clear selection with a stated purpose.

Expressing information in as few words as needed without losing meaning. In the Writing task, conciseness shows control of language and keeps the letter within the required word count.

The required length of the Writing task, usually around 180 to 200 words. Going far over or under suggests poor selection or missing content, so plan before writing.

Dividing a letter into logical blocks, such as purpose, background, current status, and request. Clear paragraphs help the reader find information quickly and are part of the Writing assessment criteria.

The level of formality and tone appropriate to the reader and situation. A referral to a colleague needs professional, neutral language, while a letter to a patient may need plainer wording.

The greeting at the start of a letter, such as 'Dear Dr Smith'. Choosing the correct title and name from the case notes shows attention to the reader and sets the right tone.

The sign-off phrase before the signature, such as 'Yours sincerely' or 'Kind regards'. It should match the opening salutation and the professional relationship with the reader.

The Speaking task prompt that gives your role, the scenario, and the points you must cover. Reading it carefully before you speak helps you plan a structure and avoid missing required content.

The person who plays the patient or relative during the Speaking test and guides the role-play. You should treat them as a real patient, responding naturally rather than reciting a memorised script.

Showing that you understand the patient's feelings, for example by acknowledging worry before giving information. Empathy is assessed in Speaking and helps build rapport within a short consultation.

The trusting connection between clinician and patient, built through tone, eye contact, and respectful language. Strong rapport makes it easier to explain difficult information and check understanding.

Listening attentively and showing it through nods, brief acknowledgements, and reflecting back what the patient said. It encourages the patient to share concerns and demonstrates engagement to the assessor.

Asking a question to make sure you understood correctly, such as 'So the pain started two days ago?'. It prevents misunderstanding and is a natural part of a patient-centred consultation.

A question that invites a full answer rather than yes or no, for example 'What worries you most?'. Open questions gather richer information and show the assessor you can explore concerns.

A question answerable with yes, no, or a short fact, used to confirm details quickly. Skilled candidates mix closed questions with open ones rather than relying on either alone.

Covering every point required by the role-play card within the time available. Missing a bullet point costs marks even if your English is accurate, so plan the order of your points.

Everyday words used instead of medical jargon when speaking to patients, such as 'high blood pressure' for hypertension. Adjusting vocabulary shows you can communicate clearly with non-specialists.