OET Practice Materials-Pharmacy Writing

b;..,~-.J:.OCCUPATIONAL
ENGLISH
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TEST

An overview of the Occupational English Test
The purpose of the Occupational English Test (OET) is to evaluate the English language competence of people who have trained as medical
and health practitioners in one country and wish to gain provisional registration to practise their profession in an English-speaking context.
In most cases, applicants are subsequently required by their professional board or council to sit a test of professional knowledge.

Candidates for the OET are from 12 health professions: dentistry,

OET Statements of Results include a scaled band score (grade) for

dietetics, medicine, nursing, occupational therapy, optometry,

each of the four sub-tests. Scores are considered valid for two years

pharmacy, physiotherapy, podiatry, radiography, speech pathology,

by most professional regulatory bodies.

and veterinary science. Nursing, dentistry and medicine currently
provide the largest numbers of candidates.

The OET Centre does not currently set a limit on the number of
times a candidate may present for testing. Many candidates may

The test is administered by the OET Centre, a business unit of the

re-s it the sub-tests for which they do not obtain a satisfactory grade

Centre for Adult Education (CAE] in Melbourne, Australia, which

without re-sitting those for which the grade is satisfactory. Some

assumed responsibility for the test in 2004.

professional regulatory authorities, however, require candidates to

All four language skills are tested -listening, reading, writing and
speaking- with an emphasis on contextualised communication
for professional purposes. The Speaking and Writing sub-tests are
specific to each profession, while the Listening and Reading sub-tests
are common to all candidates.

obtain satisfactory grades on all four sub-tests at one administration
ofthetest.

Frequency and location
The OET is currently administered 10 times a year in up to 40
locations around the world. The largest testing centres are in Australia.

The test is currently used by the governing bodies of the professions
at state and national level in Australia and New Zealand and
recognised for 25 points by the Australian Department of Immigration
and Citizenship (OIAC). Each board or council determines the
level of the OET result necessary for candidates to meet language
competency demands ofthe professional workplace.

Security
Test materials are sent to test venues by secure courier. All staff
involved in administering the test sign a confidentiality agreement.
All test materials are returned to the OET Centre in Melbourne by
secure courier and accounted for.

The OET uses a secure test bank from which materials are selected
for each administration. The only past test materials available are

Administrators

published by the OET Centre. Listening and reading test materials

The OET is administered at each venue under the direction of a trained

are developed for the OET Centre by staff at the Language Testing

Venue Co-ordinator. Detailed instructions explaining the required

Research Centre (LTRC) of the University of Melbourne. LTRC staff also

administration procedures are included with the test materials and

carry out the analysis oftest data. From time to time specialist test

Co-ordinators check that all standards required by the OET Centre are

consultants are engaged to devise further test materials in line with
the same technical processes.

met. Interviewers have native or native-like competence in English.

Writing and Speaking materials for the test are written in consultation
with clinical educators for individual professions or with experienced
practitioners.

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1

Assessment

Registration procedures

Assessors must have a tertiary qualification or equivalent and a

All test applications are submitted online through the OETwebsite.

TESOL qualification. A post-graduate qualification in language testing

Candidate photos are uploaded to the website and payment is taken

is desirable. Assessors undergo specific training in OET assessment

online by credit card. When applying, candidates must also give the

methodology.

exact details of the identity document they will provide when sitting

Assessment is conducted at the OET Centre in Melbourne and
preceded by training and standardisation for assessors to achieve
optimum consistency of standards.

the test. The OET Centre only accepts passports as proof of identity
but makes an exception for candidates with a national identity
card, provided they are sitting the test in the country that issued it.
Candidates undergo a rigorous 10 check upon initial registration on

Assessment of the Listening sub-test

the test day and before each sub-test. The 10 check procedures have

The Listening sub-test is assessed against a detailed marking guide

DIAC approval.

prepared by the test designers. Problematic scripts are dealt with as

Communication with candidates is by email and via the website.

a group by an experienced assessor and all critical borderline scripts

Candidates can access sample materials. Specific details for

are double-marked.

particular venues and timetables for the individual sub-tests

Assessment of the Reading sub-test- Part A

are provided two weeks prior to the day of the test. Candidate
information, including photo and identity document number, is sent

Part A is a Summary reading task. This requires test-takers to skim

to the venues for identity verification on the test day.

and scan 3-4 short texts (a total of about 650 words) related to a
single topic and to complete a summary paragraph by filling in the
missing words.

Special provision

Part A is marked by a small group of experienced assessors in
Melbourne. Test-takers write short-answer ( 1-3 word] responses
which are marked according to a detailed marking key prepared by
the test designers.

venues are given in detailed instructions to Venue Co-ordinators. All

Assessment of the Reading sub-test - Part B

Candidates with special needs are provided for. Specifications for test
test venues must comply with local requirements for meeting the
needs of people with disabilities.
The OET Centre makes all reasonable arrangements to accommodate

Part 8 is a computer marked multiple-choice (MCO) test. It is initially

special visual or auditory needs, including enlargement of print texts

analysed by the University of New South Wales and then further by

and special auditory equipment.

the University of Melbourne for performance of individual items.
Assessment of the Writing and Speaking sub-tests
Writing scripts and Speaking interviews are rated twice, with
aberrant and unusual cases marked a third time. Assessors use a
set of criteria to rate candidates' performance. Analysis of assessor
consistency and severity is conducted using multi-faceted
RASCH analysis.

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History of the test
The Occupational English Test was designed by Professor Tim

reviewed and analysed in the literature over the past 25 years.

McNamara ofthe University of Melbourne under contract to the

McNamara ( 1996)*1 gives a full account ofthe development of the

Australian Federal Government.

test and associated validation research.

As part of the annual intake of refugees and immigrants, hundreds

The initial development of the test specifications involved:

of overseas-trained health practitioners were entering Australia by
the mid to late 1980s. The majority were medical practitioners but a
number of other health professional groups were also represented.
The process of registration to practise in most health professions
in Australia included three stages of assessment: English language

a. extensive consultation with expert informants, including clinical
educators, ESL teachers offering language support in clinical
settings, and overseas-trained professionals who were
completing or had completed a clinical bridging program.
b. literature search.

proficiency, a multiple choice test of profession-specific clinical
knowledge, and a performance-based test of clinical competence.

c. direct observation of the workplace.

Dissatisfaction with the results of existing language tests led to
the development of thoroughly researched specifications for a
communicative, contextualised test. The OET has been frequently

Stages of Test Development, presentation by Prof Tim McNamara, August 2007* 2

*':McNamara, T. [ 1996] Measuring Second Language Performance. London: Longman.
* 2: McNamara, T. [2007] Stages ofTest Development. OET Forum.

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3

Description of the OET
Test format
The OET assesses listening, reading, writing and speaking.
There is a separate sub-test for each skill area. The Listening and Reading sub-tests are designed to assess the ability to understand spoken
and written English in contexts related to general health and medicine. The sub-tests for Listening and Reading are not specific to any single
profession but are based on topics and tasks common to all professions.
The Writing and Speaking sub-tests are specific to each profession and are designed to assess the ability to use English appropriately in a
relevant professional context.

-_..,

Listening Sub-test
The Listening sub-test consists of two parts: a recorded, simulated professional-patient
consultation with note-taking questions (Part A], and a recorded talk or lecture on a
health-related topic with short-answer/note-taking questions (Part B), each about
15 minutes of recorded speech. A set of questions is attached to each section and
candidates write their answers while listening. The original recording is edited with

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pauses to allow candidates time to write their answers.
The format for Part A (the consultation) requires candidates to produce case notes
under relevant headings and to write as much relevant information as possible.
Most questions in Part B (the lecture) indude indications on the number of points
a candidate is expected to indude.

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Reading Sub-test
The Reading sub-test consists of two parts:
Part A is a summary reading task. This requires candidates to skim and scan 3-4 short
texts (a total of about 650 words) related to a single topic and to complete a summary
paragraph by filling in the missing words. Candidates are required to write responses
for 25-35 gaps in total, within a strictly monitored time limit of 15 minutes.
Part A is designed to test the reader's ability to source information from multiple texts,
to synthesise information in a meaningful way and to assess skimming and scanning
ability under a time limit.
In Part B candidates are required to read two passages (600-800 words each) on
general medical topics and answer 8-10 multiple choice questions for each text (a total
of 16-20 questions) ·within a time limit of 45 minutes.
Part B is designed to test the reader's ability to read in greater detail general and
specific information for comprehension.

4

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Writing Sub-test

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The Writing sub-test usually consists of a scenario presented to the candidate which
requires the production of a letter of referral to another professional. The letter
must record treatment offered to date and the issues to be addressed by the other
professional. The letter must take account of the stimulus material presented.

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equivalent difficulty may also be set, e.g., responding in writing to a complaint, or
providing written information to a specified audience in the form of a letter. There is
currently discussion with regulatory authorities about expanding the writing
task options.

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The production of contextualised professional language is achieved by requiring
the candidate to engage with an interviewer who plays the role of a patient or a
patient's carer. The candidate must respond as a professional consultant to two
different scenarios played out with the interviewer. These-exchanges are recorded for
subsequent assessment. The recording also includes a short 'warm-up' that is part
of the interview, though this material is not assessed.

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5

Scoring the test
OET grades are reported on an official report form, the Statement of
Results. A band score is reported for each of the sub-tests. These
band scores range from A (highest) toE (lowest]. They are derived
differently for the sub-tests for the productive skills (Writing and
Speaking] and receptive skills (Listening and Reading).

Writing and Speaking
The Writing and Speaking sub-tests are marked by trained,
experienced assessors based in Melbourne. Each candidate's
performance is marked by two assessors, who mark independently
of each other and without knowledge of a candidate's performance

Reading and Listening
The Reading sub-test consists of a short answer reponse (summary
completion] test (Part A] and a multiple-choice questions (MCO) test
(Part B). Candidate answer sheets for Part A are marked by trained
assessors and score sheets for Part Bare computer scanned. The
item-level data are analysed using a RASCH analysis programme,
OUEST, for overall internal consistency and item quality. Any items
found to be performing unacceptably (i.e., with fit of above 1.3 or
with discrimination levels of less than .25) are removed from the
subsequent analysis.

The criteria for each sub-test are:

The Listening sub-test is marked by a small group of experienced
assessors in Melbourne. The test consists of short-answer questions
and is marked according to detailed marking guidelines prepared by
the test designers. In order to ensure consistency of marking, prior to
the marking session at each administration assessors are trained in
how to interpret and apply these guidelines. As for the Reading sub-

Writing

test, the item-level data are analysed using OUEST for overall internal
consistency and item quality. Again, any items found to be performing

on the other sub-tests. The Writing and Speaking sub-tests are each
graded against five criteria; each criterion has six grade levels, 1-6,
with level 6 representing a very strong response.

•

Overall Task Fulfilment, Appropriateness of Language,

Comprehension of Stimulus, Linguistic Features (Grammar

unacceptably (i.e., with fit of above 1.3 or with discrimination levels of
less than .25) are removed from the subsequent analysis.

& Cohesion), Presentation Features (Spelling, Punctuation
& Layout)

Band cut-scores (i.e., the boundaries between the band scores) are
re-set for the Listening and Reading sub-tests at every administration
regardless of whether they are new tests, re-constituted tests using

The data are analysed using multi-faceted RASCH analysis (McNamara

two texts/parts which have not previously been used in combination,
or previously-used tests.

1996*1 ] with FACETS software ( Linacre 19B9*2 ); candidate and
assessor are facets in the analysis.
All candidates who are found to have unexpected responses in the
data analysis are third marked. To compensate for any differences in
assessor severity, band scores are derived from the single fair score
generated by FACETS, rather than from averaged raw scores. These
fair scores are then converted to bands as follows:
Conversion to band scores (range 1-6)
Band A: 5.6 and above
Band B: 4.B- 5.5
Band C: 4.2- 4.7
Band 0: 3.4- 4.1
Band E: 3.3 and below

Speaking
•

Overall Communicative Effectiveness, Intelligibility,

Fluency, Appropriateness of Language, Resources of

This is because for every administration, reliability of measurement
is maximised by removing from the analysis those items which are
found to be performing unacceptably for that cohort. This means that,
for the same test version or individual text/part, the number of items
may vary from administration to administration, although experience
has found that no more than one item is usually removed.
Cut-scores for each band level on the Listening and Reading sub-tests
are set on the basis ofthe percentage distribution of candidates into
band levels using the average of the Writing and Speaking sub-tests.
This assumes that normally these criterion-referenced sub-tests
should be equivalent in difficulty and that distribution into grades
across the sub-tests should therefore be similar for the whole cohort.
It does not assume that individuals will get the same grade on each
sub-test. (The proportion of candidates falling into in each grade is
generally very similar for the Writing and Speaking sub-tests.)

Grammar and Expression
*'1 : McNamara, T. [19961 Measuring Second Language Performance.

London: Longman.

*2: Linacre, J. [ 1989] FACETS: a computer program for many-faceted Rasch measurement. Chicago: MESA Press.

6

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What is the Writing sub-test?
The Writing sub-test takes 45 minutes. It is profession specific. You take this part of the OET using materials specifically for your profession- a
nurse does the task for nursing, a dentist does the task for dentistry, and so on. In each test, there is one task set for each profession based on
a typical workplace situation and the demands of the profession.
The task is to write a letter, usually a letter of referral. Sometimes, and particularly for some professions, a different type of letter is required:
e.g., a letter of transfer or discharge, or a letter to advise or inform a patient, carer, or group.
With the task instructions, you receive stimulus material (case notes and/or other related documentation) which includes information to use in
your response.
The first five minutes of the test is reading time. During this time, you may study the task and notes but may not write, underline or make
any notes.
For the remaining 40 minutes you may write your response to the task. You receive a printed answer booklet in which you must write your
response. This also has space for rough work. You may write in pen or pencil.

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7

Test taker's guide to the Writing sub-test
Do

General

•

Take time to understand the task requirements

•

Use your own words to paraphrase or summarise longer pieces
of information from the case notes

•

Make sure you understand the situation described in the case
notes

•

Think about how best to organise your letter before you start
writing

•

Use the space provided to plan your letter (though a draft is not
compulsory)

•

Use the five minutes' reading time effectively to understand the
task set

Have a spare pen and pencil ready just in case

•
•

Fill in your personal information on the answer sheet correctly

•
•

Fill in the cover pages for the task booklet and the answer
booklet correctly

Take a sample test under test conditions beforehand so you
know what it feels like
Practise writing clearly if you have poor handwriting
Write clearly and legibly

»

What is your role?

Checking at the end

»

Who is your audience (the intended reader)?

•

Make sure your letter communicates what you intend

»

What is the current situation?

•

Make sure you meet the basic task requirements:

»

How urgent is the current situation?

»

»

What is the main point you must communicate to the
reader?

length of the body of the text approximately 180-200
words

»

full sentences, not note form

»

appropriate letter format

»

What supporting information is necessary to give to the
reader?

»

What background information is useful to the reader?

»

What information is unnecessary for the reader? Why
is it unnecessary?

•

Explain the current situation at the start of the letter (perhaps in
an emergency situation)

•

Use the names and addresses given

•

Set out the names, addresses, date and other information to
start the letter clearly

•

As you write, indicate each new paragraph clearly, perhaps by
leaving a blank line

Don't
•

Include everything from the case notes- select information
relevant to the task

•

Simply copy chunks of text from the case notes

•

Write notes or numbered points

8

•
•

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•

Check for any simple grammar and spelling errors that you may
have made

•

If a page is messy, use clear marks (e.g., arrows, numbers)
to show the sequence in which the parts of your text should
be read

•

E1 oss Otlt clearly anything you do not want the assessors to read

How can I further prepare for the Writing sub-test?
Your letter is assessed against five criteria:
•

Overall task fulfilment
including whether the response is of the required length

•

Appropriateness of language
including the use of appropriate vocabulary and tone in the response, and whether it is organised appropriately

•

Comprehension of stimulus
including whether the response shows you have understood the situation and provided relevant rather than unnecessary information to
your reader

•

Control of linguistic features [grammar and cohesion)
how effectively you communicate using the grammatical structures and cohesive devices of English

•

Control of presentation features [spelling, punctuation and layout)
how these areas affect the message you want to communicate

Overall task fulfilment
Write enough so the assessors have a sufficient sample of your
writing- the task requires approXimately 180-200 words in the body
of the letter.
Don't write too much -you may need to select content carefully to
keep to the required word count.
Use your own words as much as possible- don't simply copy sections
from the case notes.
Avoid using a 'formulaic' response- if you include elements that do
not fit the task, it indicates a lack of flexibility in your writing.
Don't include information that the intended reader clearly knows
already (e.g., if you are replying to a colleague who has referred a
patient to you).

Appropriateness of language
Organise the information clearly- the sequence of information in the
case notes may not be the most appropriate sequence of information
for your letter.
Highlight the main purpose of your letter at the start- this provides
the context for the information you include.
Be clear about the level of urgency for the communication.
Always keep in mind the reason for writing- don't just summarise the
case notes provided.
Focus on important information and minimise incidental detail.
If it will help, be explicit about the organisation of your letter: e.g.,
'First I will outline the problems the patient has, then I will make some
suggestions for his treatment'.
Consider using dates and other time references (e.g., three months
later, last week, a year ago) to give a clear sequence of events where
necessary.

Remember that all professional letters are written in a relatively
formal style.
Avoid informal language, slang, colloquialisms and spoken idiom
unless you are sure this is appropriate (e.g., use 'Thank you' rather
than Thanks a lot').
Avoid SMS texting abbreviations in a formal letter (e.g., use 'you' not

'u'] .
Give the correct salutation: if you are told the recipient's name and
title, use them.
Show awareness of your audience by choosing appropriate words
and phrases: if you are writing to another professional, you may use
technical terms and, possibly, abbreviations; if you are writing to a
parent or a group of lay people, use non-technical terms and explain
carefully.

Comprehension of stimulus
Demonstrate in your response that you have understood the case
notes fully.
Be clear what the most relevant issues for the reader are.
Don't let the main issue become hidden by including too much
supporting detail.
Show clearly the connections between information in the case notes
if these are made; however, do not add information that is not given in
the notes (e.g., a suggested diagnosis). particularly if the reason for
the letter is to get an expert opinion.
Take relevant information from the case notes and transform it to fit
the task set.
If the stimulus material includes questions that require an answer
in your response, be explicit about this- don't 'hide' the relevant
information-in a general summary of the notes provided.
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9

Control of linguistic features (grammar and cohesion)

Control of presentation features (spelling, punctuation and layout)

Show that you can use language accurately and flexibly in your
writing.

Take care with the placement of commas and full stops.

Make sure you demonstrate a range of language structuresuse complex sentences as well as simple ones.
Split a long sentence into two or three sentences if you feel you are
losing control of it.
Review areas of grammar to ensure you convey your intended
meaning accurately- particular areas to focus on might include:
•

articles- a/an, the (e.g., 'She had an operation.', 'on the internet')

•

countable and uncountable nouns (e.g., some evidence, an
opinion, aft asthma]

•

verb forms used to indicate past time and the relationship
between events in the past and now [past simple, present
perfect, past perfect]

•

adverbs that give time references (e.g., 'two months previously'
is different from 'two months ago']

•

prepositions following other words (e.g., 'Thank you very much tesee for seeing .. .', 'sensitivity ef to pressure', 'my examination aft
ofthe patient', 'diagnosed with cancer')

•

passive forms (e.g., 'The J3atieAt she~:~ lei aelviseel te rela><', 'HeiA't'eiveel iA aA aeeieleAt.' for 'He was involved in an accident.')

Make sure there are enough- separating ideas into sentences.
Make sure there are not too many- keeping elements of the text
meaningfully connected together.
Leave a blank line between paragraphs to show clearly the overall
structure of the letter.
Don't write on every other line- this does not assist the reader
particularly.
Check for spelling mistakes and for spelling consistency through your
writing (e.g., with a patient's name).
Remember that many of the words you write are also in the case
notes- check that the spelling you use is the same.
Be consistent in your spelling: alternative spelling conventions (e.g.,
American or British English) are acceptable as long as your use is
consistent.
Don't use symbols as abbreviations in formal letters.
Avoid creating any negative impact on your reader through the
presentation of the letter.
Use a clear layout to avoid any miscommunication.

Use connecting words and phrases ('connectives'] to link ideas
together clearly [e.g., however, therefore, subsequently].

Make sure poor handwriting does not confuse the reader over spelling
and meaning.

Create a m~ntal checklist of problems that you have with grammar
and go through this when you review your response towards the end
of the test: particular areas to focus on might include:

Write legibly so the assessor can grade your response fairly using the
set criteria.

•
•

number agreement, e.g. 'The test result shows that .. .', 'There is
no evidence .. .', 'He lives .. .', 'one of the side effects'
complete sentences, i.e., the main clause includes 'subject
and verb', e.g., 'OA eMaFAiAatieA she•,.,.eef tl'tat .. .'should be
'Examination showed that .. .' or 'On examination it was found that

Candidates are assessed on their ability to;
•

Select, transform and organize information in the case notes into
a coherently structured letter

•

Include relevant information to

•

gender agreement, e.g. 'Mr Jones and her daughter'

»

explain the patient's condition, history and reason for
referral,

•

tense agreement, e.g., 'Examination on 15 May 2006 revealed
she~ overweight.' [creating confusion over whether she is still
overweight at the time of writing]

»

explain a problematic situation, OR

»

outline drug information

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•

Use appropriate conventions of letter format [including
addressee's details, date, opening and closing moves)

•

Use register, tone and vocabulary appropriate to the professional
context

•

Show adequate control of a range of grammatical structures and
cohesive devices

•

Show adequate control of spelling and punctuation

FOR OFFICE USE ONLY
ASSESSOR NO.

I

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Occupational English Test

Writing sub-test
Practice test #1
Please print in BLOCK LETTERS

Candidate number

I I I 1-1

I I 1-1

I I I

Family name

Other name(s)

City

Date of test

Candidate's signature

YOU MUST NOT REMOVE OET MATERIAL FROM THE TEST ROOM.

The OET Centre
GPO Box 372

Melbourne VIC 3001
Australia
©OETCentre

Telephone: +613 9652 0800
Facsimile: +613 9654 5329
www.occupationalenglishtest.org

ABN 84 434 201 642

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11

Occupational English Test
WRITING SUB-TEST:
TIME ALLOWED:

PHARMACY
READING TIME: 5 MINUTES
WRITING TIME: · 40 MINUTES
Read the case notes and complete the writing task which follows.

UMiJJ
You are a pharmacist in a rural community pharmacy. A teacher at the local primary school approaches you about an
outbreak of head lice at the school. She asks you to write a letter to parents educating them about head lice. The teacher
explains that parents are either not detecting the head lice or not telling the school when their child has head lice.

Therapeutic guidelines from a reference book
Head lice (Pediculus humanus var. capitis):
•
•
•
•
•

Head lice common in school-age children, essentially harmless.
Crawling insects approx size of a sesame seed; live on scalp, lay eggs on hair.
Infestation not indicator of poor hygiene.
Acquired by direct head-to-head contact.
Specific human pathogen; most cases asymptomatic.

Presentation:

• Eggs (nits) noticed attached to the hair or problem itching of the scalp and nape of
the neck.
• Possibly excoriations and papules around the occiput and nape, and
lymphadenopathy with or without secondary bacterial infection.

Diagnosis of active lice
infestation:

• Observation of live, moving louse on scalp.

Method:

• Apply generous amount hair conditioner to dry hair; stuns lice for approx 20 mins.
• Wet comb hair with fine-toothed comb {'nit combs' available pharmacies).
Detangle hair, divide into 3-4cm sections, comb each.
• Wipe comb on paper towel, check for lice and nits. Repeat twice for diagnosis.

Treatment:

• Approx 40% success rate from wet combing every day for 10 to 14 days until no
lice found.
• Topical insecticides. Currently recommended products:

1

Maldison
(Malathion)

0.5% or 1% topically, leave for 8 hours
(not to be used in children < 6 months)

Permethrin

1 % topically, leave fur a minimum of 20 minutes

Pyrethrins

0.165% + piperonyl butoxide1.65% to 4% topically,
leave for a minimum of 20 minutes

OR

2
OR

3

• All lice treatments should be repeated after 7 to 10 days, verified next day by
conditioner and combing method.
• Between treatments use combing method twice; remove all eggs (< 1.5cm from
scalp) with lice comb or fingernails. May contain viable larvae.
• Wet comb weekly for several weeks after cure to detect recurrence.

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Precautions and follow-up treatment:
• Wash hands thoroughly after lice treatments.
• Do not blow-dry hair.
• Treat children under 2 years only with medical supervision.
• Wash pillow cases on hot cycle; combs and brushes in hot water (60°C).
• Examine and treat family and close physical contacts if live lice found.
• Notify patient's school, exclusion not necess. after initial treatment.
• Nits on the hairs > 1 .Scm from the scalp = previous, not active, infestation.

Resistant head lice:

A
1

Repeat treatment using another insecticide (see above)

OR

2

Wet combing method (see above)
Combing easier with shorter hair styles, but shaving head not necessary

If this fails, use

B
Trimethoprim + sulfamethoxazole (child: 2+ 1Omglkg up to) 80+400mg orally, 12-hourly
for 3 days. Repeat after 10 days.
NB: effectiveness of trimethoprim+sulfamethoxazole thought to be due to the
destruction of symbiotic bacteria in the gut of the lice.

Writing task:
Using the information provided, prepare a letter for parents at the local school, Riverside Primary School, educating them
about head lice and ways of treating them. Start the letter 'Dear Parent'.

In your answer:
• Expand the relevant notes into complete sentences
• Do not use note form
• Use letter fonnat
The body of the letter should be approximately 180 - 200 words.

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13

Occupational English Test
WRITING SUB-TEST:
SAMPLE REPSONSE:

PHARMACY
LETTER

Parents
Riverside Primary School

10.03.10

Dear Parent
Head lice have been found on a number of children at school. These small insects are common and do not indicate poor
hygiene. They live on the human scalp and lay eggs (nits) on the hair, close to the scalp. People can catch head lice by
direct head-to-head contact.
A common symptom is itching and the easiest way to confirm head lice is to see a moving louse on the scalp. To treat
initially, apply a large amount of any conditioner to dry hair, then section and comb the hair thoroughly with a fine-tooth
comb. Comb each section of hair twice, wiping the comb onto a paper towel and checking each time. The conditioner
stuns the lice allowing them to be combed out. This process should be repeated at regular intervals.
Sometimes repeated wet combing will eradicate head lice, but often it is necessary to treat with chemicals, such as
maldison or permethrin. Suitable products are available at the pharmacy. It is important that the school and other contacts
are notified. It is important to wash pillowcases, brushes and combs in hot soapy water and not to blow-dry hair.
All treatments must be repeated after 7 to 10 days. Wet combing should be performed the day after each treatment,
and weekly for several weeks. If there are still lice after this, you can repeat treatments or see the pharmacist for another
product.

Regards
Pharmacist

14

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FOR OFFICE USE ONLY
ASSESSOR NO.

Occupational English Test

Writing sub-test
Practice test #2
Please print in BLOCK LETTERS

Candidate number

I I I

1-1

I I 1-1

I I I

Family name

Other name(s)

City

Date of test

Candidate's signature

YOU MUST NOT REMOVE OET MATERIAL FROM THE TEST ROOM.

The OET Centre
GPO Box 372
Melbourne VIC 3001
Australia
©OETCentre

Telephone: +613 9652 0800
Facsimile: +613 9654 5329
www.occupationalenglishtest.org

ABN 84 434 201 642

www.occupationalenglishtest.org

15

Occupational English Test
WRITING SUB-TEST:
TIME ALLOWED:

PHARMACY
READING TIME: 5 MINUTES
WRITING TIME: 40 MINUTES
Read the case notes and complete the writing task which follows.

I~M4J
Today, 1 March 2010, Mrs Daniels, a 78-year-old customer, has come to your community pharmacy asking for something
to treat an itchy rash which has been troubling her for the past few days. The rash is quite evident, consisting of large,
raised areas which are not red, except where Mrs Daniels has recently scratched them. The rash is mainly on her trunk
with some involvement of the upper arms and legs. Mrs Daniels mentions that she has not been gardening, is not prone
to rashes, and has no idea about the cause of the rash. When questioned, she says that she has not changed her diet or
used different washing powders, soaps, deodorants or perfumes in the last few months.
You note that Mrs Daniels started taking a recently released ACE inhibitor, 'Drug X', about two weeks ago after suffering
side effects with verapamil, which she was taking for hypertension.

Medication history for Mrs Daniels:
17/02/10
11/02/10
26/01/10
09/01/10

'Drug X'
lndapamide
Verapamil
Nitrazepam

5mg
2.5mg
80mg
5mg

1bd
1d
1bd
1n

I".....Piloou·c:r..i·NFoRNiA1iiN..Fo·Fi. ;oiluci'x;. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .,
~

Description:

'Drug X' is a highly specific competitive inhibitor of angiotensin I converting enzyme, the enzyme responsible

Pharmacology:

The mechanism of action of 'Drug X' has not yet been fully elucidated; however, it appears to
lower blood pressure through suppression of the renin-angiotensin-aldosterone system. This
results in a decrease in angiotensin II, subsequent to ACE inhibition, and an increase in plasma
renin activity.

Indications:

• Hypertension
• Cardiac failure

Warnings:

• Cough - a persistent, non-productive cough reported in some patients.

Precautions:

• Hypotension may occur occasionally within first three days of therapy.
• Hypersensitivity reaction - rashes, often associated with pruritis and occasionally fever, may occur.
• Impaired renal function - increases in BUN and serum creatinine have occured during treatment.

Adverse Reactions:

More common reactions:
• Hypotension.
• Dermatological - Rash occurred in 10% of patients. Usualy pruitic and macro-papular, but
rarely urticarial. Generally occurs during the first four weeks of treatment. Usually self-limited and
reversible and may respond to antihistamine therapy.
• Gastrointestinal - A small number of patients reported loss oftaste sensation.

• Gastrointestinal - Nausea, vomiting, pain and constipation may occur.
• Other - Paraesthesia of the hands.

Presentation:

16

5mg & 1Omg oral tablets

www.occupationalenglishtest.org

l

You suspect an ADR (adverse drug reaction) to the ACE inhibitor and decide on the following course of action:

• Advise Mrs Daniels to visit her doctor as soon as possible.
• Notify Mrs Daniels' doctor, Dr J Sotto, of Newtown.
• Provide immediate treatment with half percent hydrocortisone cream.
• Report the suspected ADR to the relevant authority: the Adverse Drug Reactions Data Bank,
PO Box 112, Centreville.

Writing task:
Write a letter to the Registrar of the Adverse Drug Reactions Data Bank, reporting the suspected ADR and all relevant
information.
In your answer:
•

Expand the relevant notes into complete sentences

•

Do not use note form

•

Use letter format

The body of the letter should be approximately 180 - 200 words.

www.occupationalenglishtest.org

1i'

Occupational English Test
WRITING SUB-TEST:
SAMPLE RESPONSE:

PHARMACY
LETTER

1 March 2010
The Registrar
Adverse Drug Reactions Data Bank
PO Box 112
Centreville

Dear Sir/Madam
I am a pharmacist in community practice. I am writing to report what appears to be an adverse drug reaction to the ACE
inhibitor, 'Drug X'.
Earlier today, a customer of mine, Mrs Daniels, sought treatment for a troublesome rash. The rash had been apparent for
two or three days and is severely pruritic; it is macro-papular in appearance. It is mainly located on her trunk, with some
patches on the upper limbs.
I noted that Mrs Daniels had commenced therapy on 'Drug X' on 17 February 2010. She is taking the Smg tablets twice
daily.
Mrs Daniels could offer no explanation for her rash and mentioned that she had not been in contact with anything she
believed could have caused it. She has not changed her diet in any way, nor used any new personal products, such as
washing powders, soaps, deodorants or perfumes. It is therefore possible that Mrs Daniels could be suffering an adverse
drug reaction to the tablets.
In addition to advising your office, I have notified Mrs Daniels' doctor and recommended that she visit her as soon as
possible. Her doctor is Dr J Sotto of Newtown.

Yours faithfully

Pharmacist

18

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FOR OFFICE USE ONLY
ASSESSOR NO.

Occupational English Test

Writing sub-test
Practice test #3
Please print in BLOCK LETTERS

Candidate number

I I I 1-1

I I 1-1

I I I

Family name

Other name(s)

City

I

Date of test

I!

I

I

Candidate's signature

I

YOU MUST NOT REMOVE OET MATERIAL FROM THE TEST ROOM.

!I

The OET Centre
GPO Box372
Melbourne VIC 3001
Australia
©OETCentre

Telephone: +613 9652 0800
FacsnWe: +613 9654 5329
www.occupationalenglishtest.org

ABN 84 434 201 642

www.occupationalenglishtest.org

19

Occupational English ·Test
WRITING SUB-TEST:
TIME ALLOWED:

PHARMACY
READING TIME: 5 MINUTES
WRITING TIME·: 40 MINUTES
Read the case notes and complete the writing task which follows.

You are a pharmacist in a community practice. Recently (3 February 201 0) you dispensed a prescription for 'Drug X' for
Mrs Ellen White.
Mrs White brought the medication back to the pharmacy shortly after it was dispensed because it was out of date. The
manufacturer's expiry date on the cardboard carton was 'December 2009'. You apologised, and immediately replaced it
with current stock from your shelves. However, Mrs White said that she would complain to the Pharmacy Board about the
incident.
The Pharmacy Board is the authority which registers and administers affairs regarding pharmacists in the state in which
you live. Its role is to ensure safety and fairness for the public. Complaints against pharmacists are directed to the Board.
In your logbook you wrote these notes for 3/2/1 0.
oooooouooooooouoooooooooooooooooooooooooooooooooooooooooooooooooouoooooooooooooooooooooo••o•ooOoOoHooooooooooooooooooooooooooou•oooonoooon••••oouoouonouonooooooooooo•onoooooooo••••••••••••••••••••••ono••••••••••••••••••••••••••••••••••••••••••••••••

1

;

:Si::::;:l(e:;,::~<r p«M{'l

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! for3ot to check exp'riJ d.a.te on ttLblen dispensed to tL customer!

[

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Must se:t up s~stem tLStLP to YrLtLke sure this doesn't htLppen tLjtLin:

·~

i

~ :::::::~:~::::.6:~:~:: ITi~f fl

:

i

NeW

sMp

!

:

:

I

1.....................................................................................................................................................................................................................................................................1

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You have received the following letter from the Pharmacy Board.
:••••••••••••••••••••••••••••••onoooooo•ounouoooooooooooooooooooooooooonoooooooooooooooooo . . oaoo . . oo . . oooo•••• . . . . -••oouonooooooooooooooouuonooo.oooooooooo•••ooo . . ouo•••••• . . ••••••••• . . ooooooooooooooooooooooooooooo•••oooouooo••••••••••••••••••••••••:

1

j
~

!

Pharmacist
City Pharmacy
6 Main Road
Newtown

l

l
~

!

~

~:

:

j

:

i:

10 February 201 0

~

l
J

Dear Pharmacist

j

The Board has received a complaint from Mrs E White regarding the supply of some out-of-date
'Drug X' tablets.

I
~
~

j

I
j

I
I
j

She claims that, on 3 February 2010, you supplied fifty 'Drug X' tablets to her from a prescription written by
Dr Williams of the Newtown Central Medical Clinic. She further claims that the tablets supplied had expired in
December 2009.

~
~

You are requested to explain to the Board:

J

j

!

• whether you dispensed out-of-date medication to Mrs White.
• the action you took when Mrs White returned to the pharmacy with the tablets.
• the action you have taken to ensure that out-of-date stock is detected and not supplied to the public again.
Your response is required in writing by 10 March 201 0, and will be considered by the Board at its next meeting.

'.
1t

Yours sincerely
MsASeabom
Director, Pharmacy Board

.

Writing task:
Write a letter to the Board. Include a response to each item the Board has requested information about. Address your
letter to Ms Anne Seaborn, Director, Pharmacy Board, Newtown.

In your answer:
• Expand the relevant notes into complete sentences
• Do not use note form
• Use letter format
The body of the letter should be approximately 180 - 200 words.

~

~

I

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21

Occupational English Test
WRITING SUB-TEST:
SAMPLE RESPONSE:

PHARMACY
LETTER

6 March 2010
Ms Anne Seaborn
Director
Pharmacy Board
Newtown

Dear Ms Seaborn
I am writing in response to your letter of 10 February 2010 regarding the dispensing of some out-of-date 'Drug X' tablets
to Mrs White.
I dispensed some Drug X tablets to Mrs E White on 3 February 2010. Unfortunately, the tablets' expiry date was
December 2009.
Mrs White returned the tablets to the pharmacy soon after they were dispensed. I immediately replaced the tablets for her
and apologised. Mrs White said that she would complain to the Pharmacy Board. I admitted that I had made a mistake,
and rectified it as soon as I could.
I regret that the incident occurred. I did not check the expiry date before I dispensed the package of tablets. February
3 was a very busy day and, in addition, a new member of staff had started that day. In future, I will always check expiry
dates before dispensing medication.
We have implemented new procedures to ensure that this does not happen again. The stock in the dispensary is now
checked each month. Red stickers are placed on short-dated items to alert the dispensing pharmacist.

Yours sincerely
Pharmacist

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Further Practice
There are resources for English-language learners on the Web which can help you develop the general writing skills involved (e.g., formal letter
writing, general grammar practice). Some possible sources are:

I
I

Online Writing Lab at Purdue University
http://owl.english.purdue.edu/owl/

new homepage

http://owl.english.purdue.edu/handouts/esl/eslstudent.html

older, but useful, writing resources list

Englishmed.com
http://www.englishmed.com/

English learning resources with a medical focus

The OET Centre is not responsible for the content of external websites.

~

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23