In the OET Speaking sub-test, you perform two role plays in which you are assessed on your ability to ask questions, provide information, use appropriate language, and demonstrate effective clinical communication. On paper, those criteria might seem straightforward. In practice, a great deal depends on the questions you ask — when you ask them, how you phrase them, and what purpose they serve.
Here are five question types that consistently support a high score, along with some common questioning mistakes to avoid.
Open questions invite the patient to share information in their own words, which gives you a richer picture of their situation and demonstrates that you value their perspective. Starting with something like “Could you tell me a bit about what happened?” allows the patient to lead, and you to listen.
Once you have the broader picture, you can follow up with closed questions to establish specific details quickly — for example, “Did you have any symptoms leading up to the accident?” The combination of open followed by closed questioning is a natural, effective pattern that mirrors real clinical practice.
Before providing information, a skilled communicator checks what the patient already understands. This is directly assessed under the information-giving criteria — and it is something many candidates skip entirely.
If you are about to explain a diagnosis such as asthma, try asking first: “Could you tell me what you already know about asthma?” For a procedure, you might say: “How much do you know about colonoscopies?” The answer tells you where to begin, whether there are any misconceptions to correct, and what level of detail is appropriate. It also signals respect for the patient as someone who may already have relevant knowledge.
This is one of the most commonly missed marks in the OET Speaking test. Candidates often focus on delivering information and forget to ask whether the patient is worried about something specific. The clinical communication criteria expects you to identify and respond to patient concerns — and that starts with asking.
Early in the role play, check in directly: “Is there anything that concerns you about that?” or “Do you have any concerns about what I’ve just explained?” If the patient shows hesitation at any point — a pause, a change in tone, an indirect comment — address it. “You seem a bit anxious about the procedure. Can you tell me more?” This kind of responsiveness is exactly what examiners are looking for.
Before moving into a series of questions — particularly about sensitive topics such as lifestyle, diet, or symptoms — it is good practice to seek the patient’s consent first. “I’d like to ask you some questions about the pain, if that’s OK” or “Would you mind if I asked you a few questions about your lifestyle?” are small phrases that carry real weight.
This is assessed under the clinical communication criteria as a demonstration of respectful attitude. In a role play that can otherwise feel procedural, these moments of genuine courtesy help make the interaction feel like a real consultation.
When providing information to a patient, it is important not to deliver everything at once. The technique known as chunking and checking — sharing a piece of information, pausing, and then asking a question before continuing — keeps the patient involved and prevents them from being overwhelmed.
After explaining something, pause and check in: “Does that make sense so far?” or “How do you feel about that?” These questions serve two purposes: they confirm understanding, and they give the patient space to raise concerns or ask for clarification. Both are things examiners want to see.
Knowing what not to ask is just as important. A few question types regularly cost candidates marks.
“How may I address you?”
This wastes valuable time. You can ask the patient’s name during your preparation period and use it naturally throughout the role play. Asking for permission to use a name mid-consultation feels stilted and unnatural.
Leading questions
Questions like “So your diet isn’t the best?” or “You drink quite a lot, don’t you?” push the patient towards a particular answer. Replace them with neutral open questions: “Could you tell me a bit about your diet?” or “How much alcohol do you drink per week?”
Compound questions
Asking two or more things at once — “Could you tell me about your lifestyle and whether you have a family history of heart disease?” — makes it harder for the patient to answer fully and can result in important information being missed. Ask one question, wait for the response, then ask the next.
The best way to make these questions feel natural is to practise them using real OET role play cards. For each task on the card, ask yourself: what do I need to find out here, and what question would best open that conversation? Not every task will require all five question types, but most tasks will require some kind of question.
As you work through practice role plays, pay particular attention to whether you are asking about patient concerns and checking understanding as you go — these are the areas where marks are most commonly lost, and where targeted practice makes the biggest difference.
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Back to Menu ↩ If you are preparing for the OET Medicine speaking sub-test, questions are not simply a device for gathering information — they
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