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7/24/2019 OET Practice Materials-Pharmacy Writing
1/23
b ; . . ~ - . J : . OCCUP TION L
:ec ENGLISH
;;;,
TEST
n
overview
of
the
Occupational
English
Test
purpose of the Occupational English Test
OET)
is to evaluate the English
language
competence of
people
who have trained
as medical
health practitioners in
one
country
and
wish to
gain
provisional registration to practise their profession in
an
English-speaking context.
most
cases,
applicants are subsequently required by their professional
board
or council
to
sit a test
of
professional knowledge.
for the OET are from 12 health professions: dentistry,
speech
pathology,
veterinary science. Nursing, dentistry and medicine currently
the largest numbers of
candidates.
test is administered by the OET Centre, a business unit of the
for Adult
Education CAE] in
Melbourne, Australia, which
responsibility for the test in 2004.
four language skills are tested -lis tening, reading, writing and
with
an
emphasis
on
contextualised communication
The Speaking
and
Writing sub-tests are
each
profession, while the Listening and Reading sub-tests
common to all candidates.
test is currently used
by
the governing bodies of the professions
state
and
national level
in Australia and New
Zealand
and
25 points by the Australian Department of Immigration
Citizenship
OIAC). Each
board or council determines the
of the
OET
result necessary for candidates to meet language
demands ofthe professional workplace.
OET
uses
a secure test
bank from
which materials are selected
OET Statements of Results include ascaled band score grade) for
each
of the four sub-tests. Scores
are
considered valid for two
years
by most professional regulatory bodies.
The
OET
Centre does
not currently set a limit
on
the number of
times a candidate may present for testing. Many candidates
may
re-s
it the sub-tests for which they do not obtain a satisfactory grade
without re-sitting those for which the grade is satisfactory.
Some
professional regulatory authorities,
however,
require candidates to
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.
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.
each
administration. The only past test materials available are Administrators
by the OET Centre. Listening and reading test materials The OET
is
administered at each
venue
under the direction of a trained
developed for the OET Centre by staff at the Language Testing Venue Co-ordinator. Detailed instructions explaining the required
Centre
LTRC)
of the University of Melbourne.
LTRC
staff also administration procedures
are
included with the test materials
and
oft st data. From time to time specialist test Co-ordinators check that all standards required by the
OET
Centre are
are engaged to devise further test materials in line with
met.
Interviewers
have
native
or
native-like competence in
English.
same
technical processes.
and
Speaking
materials for the test
are
written in consultation
or with experienced
www.occupationalenglishtest.org 1
7/24/2019 OET Practice Materials-Pharmacy Writing
2/23
Assessment
Assessors must have a tertiary qualification or equivalent and a
TESOL
qualification. A post-graduate qualification
in language
testing
is
desirable. Assessors undergo specific training
in
OET assessment
methodology.
Assessment is conducted at the
OET
Centre in
Melbourne
and
preceded
by training and standardisation for assessors to achieve
optimum consistency of standards.
Assessment
of
he Listening sub-test
The Listening sub-test is assessed against a detailed marking guide
prepared
by
the test designers. Problematic scripts are dealt with
as
a group by
an
experienced assessor and all critical borderline scripts
are double-marked.
Assessment
of he Reading sub test
art
A
Part A s a Summary reading task. This requires test-takers 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.
Part A s 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.
Assessment
of
the Reading sub-test - Part B
Part 8 is a computer marked multiple-choice
MCO)
test. It is initially
analysed by the University of New South
Wales
and then further by
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.
2 www.occupationalenglishtest.org
Registration procedures
All
test applications are submitted online through the
OETwebsite.
Candidate photos
are uploaded
to the website
and
payment is taken
online by credit
card. When
applying, candidates must
also
give the
exact details of the identity document they will provide when sitting
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
1
check
upon
initial registration
on
the test
day
and before each sub-test. The
1
check procedures have
DIAC
approval.
Communication with candidates is
by
email and
via
the website.
Candidates can access sample materials. Specific details for
particular venues and timetables for the individual sub-tests
are provided two weeks prior to the day of the test. Candidate
information, including photo and identity document number, is sent
to the venues for identity verification
on
the test
day.
Special provision
Candidates
with special needs are provided for. Specifications for test
venues are given in detailed instructions to
Venue
Co-ordinators.
All
test venues must comply with
local
requirements for meeting the
needs of people with disabilities.
The
OET
Centre makes all reasonable arrangements to accommodate
special
visual or auditory
needs,
including enlargement of print texts
and special auditory equipment.
7/24/2019 OET Practice Materials-Pharmacy Writing
3/23
istory
of
the
t st
Occupational English Test
was
designed by Professor Tim
ofthe University of Melbourne under contract to the
Federal
Government.
part of the annual intake of refugees
and
immigrants, hundreds
were
entering Australia
by
mid to late 1980s. The majority were medical practitioners but a
groups were
also
represented.
process
o
registration to practise
in
most health professions
stages of assessment: English language
cy, a multiple
choice
test of profession-specific clinical
and
a performance-based test of clinical competence.
ction with the results of existing
language
tests led to
researched
specifications for a
icative, contextualised test. The OET
has been
frequently
reviewed and analysed in the literature over the past 25 years.
McNamara
( 1996)*
1
gives a full account ofthe development of the
test
and
associated validation research.
The
initial development
o
he test specifications involved:
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.
c. direct observation of the workplace.
tages of Test Development, presentation
by
ProfTim McNamara August 2007
2
* :McNamara, T [1996] Measuring Second Language Performance.
London:
Longman.
*
2
:
McNamara T [2007]
Stages
ofTest Development. OET Forum.
www.occupationalenglishtest.org 3
7/24/2019 OET Practice Materials-Pharmacy Writing
4/23
escription
of the
O T
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.
' f h : I R ~ ' > t l l l f l w t : l ~ l t o ~ n i 1 1 J a ~ ~ C M I I A I e l t l l e
W " " " " ~ i n t h < - ~ < m ~ r . o " ' i n ~ : > l : : t l > o .
............. ............... ...
-
..
4 www.occupationalenglishtest.org
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
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.
Reading Sub-test
The
Reading sub-test consists of two parts:
Part
A
s
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
s
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
s
designed to test the
reader s
ability to
read
in
greater detail general
and
specific information for comprehension.
7/24/2019 OET Practice Materials-Pharmacy Writing
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W W J I N G ~ i U B - ' t E S T
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7/24/2019 OET Practice Materials-Pharmacy Writing
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coring
the
t st
OET
grades
are reported on an official report form, the Statement of
Results. Aband 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
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.
The criteria for each sub-test are:
Writing
Overall Task
Fulfilment, Appropriateness
of
Language,
Comprehension of Stimulus, Linguistic Features (Grammar
Cohesion),
Presentation Features (Spelling, Punctuation
Layout)
The data are analysed using multi-faceted RASCH analysis McNamara
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
Grammar
and
Expression
6 www.occupationalenglishtest.org
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 Aare 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
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
test, the item-level data are analysed using OUEST for overall internal
consistency and item quality. Again, 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.
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
two texts/parts which have not previously been used in combination,
or previously-used tests.
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.)
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.
7/24/2019 OET Practice Materials-Pharmacy Writing
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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
O T
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.
www.occupationalenglishtest.org
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Test
taker s
guide
to
the
Writing
sub-test
Do
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
What is your role?
Who is your audience (the intended reader)?
What
is
the current situation?
How
urgent is the current situation?
What is the main point you must communicate to the
reader?
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 www.occupationalenglishtest.org
General
Have a spare
pen and pencil ready
just in
case
Fill
in
the cover
pages
for the task booklet
and
the answer
booklet correctly
Fill
in
your personal information
on
the answer sheet 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
Checking at the
end
Make sure your letter communicates what
you
intend
Make sure you meet the basic task requirements:
length of the body of the text approximately 180 200
words
full sentences, not note form
appropriate letter format
Check for any simple grammarand 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
E
oss Otlt clearly anything you
do
not want the assessors to read
7/24/2019 OET Practice Materials-Pharmacy Writing
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ow
can
I further
prepare
for
the
Writing
sub test?
Your
letter
is assessed against five criteria:
Overall task fulfilment
includ ing whether the response is
of
the required length
Appropriateness of language
includ ing 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 informat ion to
your reader
Control
of
inguistic features
[grammar
and cohesion)
how effectively you communicate using the grammatical struc tures 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 o your
writing
the task requires approXimately 180 200 words in the body
of the letter.
Don t wr ite 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
anguage
Organise
the
information
clearly
the sequence
of
nformation in the
case notes may
not
be
the
most appropriate sequence
of
nformation
for your letter.
Highlight the main purpose of your etter at the start this provides
the context for the information y u 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 impor tant in formation and
minimise
incidental detail.
If t will help, be explicit about the organisation
of
your letter: e.g.
First I will ou tline 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 le tter (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 writ ing 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 hese are made; however, do not add information that is not given in
the notes (e.g., a suggested diagnosis). part icularly
if
he 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 he
stimulus material includes questions tha t require an answer
in your response, be explicit about this don t hide the relevant
information-in a general summary of
the
notes provided.
www.occupationalenglishtest.org 9
7/24/2019 OET Practice Materials-Pharmacy Writing
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Control
of
inguistic features (grammar and cohesion)
Show
that
you can use
language accurately
and
flexibly
in
your
writing.
Make
sure you demonstrate a range of
anguage
structures
use complex
sentences
as well as
simple ones.
Split a long sentence into two or three sentences if
you
feel
you are
losing control of t.
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,
f t
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 te
see for seeing
..
, sensitivity
ef
to pressure , my examination
ft
ofthe patient , diagnosed with cancer )
passive forms (e.g., The J3atieAt s h e ~ ~
lei
aelviseel te
rela>< ,
He-
iA t eiveel iA aAaeeieleAt. for He was involved
in
an accident. )
Use
connecting
words
and phrases ( connectives ] to link ideas
together clearly [e.g.,
however,
therefore, subsequently].
Create
a
~ n t a l
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:
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
gender
agreement,
e.g.
Mr Jones and h r daughter
tense agreement,
e.g.,
Examination
on
15
May
2006
revealed
s h ~ overweight. [creating confusion
over
whether she is still
overweight at the time of writing]
10
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Control of presentation features (spelling, punctuation and layout)
Take
care
with the placement of commas
and
full stops.
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 l ine 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.
Make
sure poor handwriting
does
not confuse the
reader
over spelling
and meaning.
Write legibly so the assessor can grade your response fairly using the
set criteria.
Candidates are assessed on their abil ity to;
Select, transform and organize information in the case notes into
a coherently structured letter
Include relevant information to
explain the patient s condition, history
and
reason for
referral,
explain a problematic situation,
OR
outline drug information
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
7/24/2019 OET Practice Materials-Pharmacy Writing
11/23
FOR OFFICE USE ONLY
ASSESSOR NO I I
Occupational English Test
Writing sub test
Practice test
1
Please
in BLOCK LETTERS
Candidate number
Family name
Other name(s)
City
Date
o
test
Candidate s signature
The
OET
Centre
GPO Box
372
Melbourne VIC 3001
Australia
OETCentre
I I I
1 1
I I
1 1
I I I
YOU
MUST
NOT
REMOVE OET MATERIAL
FROM
THE TEST ROOM
Telephone: +613 9652 0800
Facsimile: +613 9654 5329
www.occupationalenglishtest.org
ABN 84 434
201
642
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Occupational English Test
WRITING SUB-
TEST
PHARMACY
TIME ALLOWED: READING TIME: 5 MINUTES
WRITING TIME: 40 MINUTES
Read the case notes and complete the writing task which follows.
UMi
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 ook
Head lice Pediculus humanus var. capitis):
Presentation:
Diagnosis
of
active lice
infestation:
Method:
Treatment:
12
www.occupationalenglishtest.org
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.
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.
Observation of live moving louse on scalp.
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.
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)
OR
Permethrin
OR
3
Pyrethrins
0.5 or 1 topically, leave for
8
hours
(not to be used in children
1 Scm from the scalp
=
previous, not active, infestation.
A
1
Repeat treatment using another insecticide (see above)
R
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+
1
Omglkg 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.
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 e approximately 180 2 words.
www occupationalenglishtest org
13
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Occupational English Test
WRITING
SUB TEST:
SAMPLE REPSONSE:
Parents
Riverside Primary School
10.03.10
Dear Parent
PH RM CY
LETTER
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. omb 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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15/23
FOR OFFI E
USE ONLY
ASSESSOR
NO
Occupational
English
Test
Writing sub test
Practice test
2
Please print in BLOCK LETTERS
Candidate number
Family name
Other name(s)
City
Date of test
Candidate s signature
The OET Centre
GPO Box 372
Melbourne VIC 3001
Australia
OETCentre
I I I
1 1
I I
1 1
I I I
YOU
MUST
NOT REMOVE OET MATERIAL
ROM
THE TEST ROOM.
Telephone:
613
9652 0800
Facsimile:
613
9654 5329
www.occupationalenglishtest.org
ABN 84 434 201 642
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Occupational English Test
WRITING SUB-TEST PHARMACY
TIME ALLOWED: READING TIME: 5 MINUTES
WRITING TIME: 40 MINUTES
Read the case notes and complete the writing task which follows.
I ~ M J
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
d
1bd
1n
I
Piloouc:r
iNFoRNiA iiN FoFi
;oiluci'x;
Description: 'Drug X' is a highly specific competitive inhibitor of angiotensin I converting enzyme, the enzyme responsiblel
Pharmacology:
Indications:
Warnings
Precautions
Adverse Reactions
Presentation
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.
Hypertension
Cardiac failure
Cough - a persistent, non-productive cough reported in some patients.
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.
More common reactions:
Hypotension.
Dermatological - Rash occurred
in
10 of patients. Usualypruiti and macro-papular, but
rarely
urticarial.
Generally
occurs during the first fourweeks 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.
5mg 1Omg
oral tablets
16 www.occupationalenglishtest.org
7/24/2019 OET Practice Materials-Pharmacy Writing
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You suspect an ADR adverse drug reaction)
to
the ACE inhibitor and decide
on th
following course of action:
Writing
task
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
DR
to the relevant authority: the Adverse
Drug Reactions Data
Bank,
P
Box 112,
Centreville.
Write a letter
to
th
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 th
letter should be approximately
18
- 200 words.
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Occupational English Test
WRITING SUB TEST:
SAMPLE RESPONSE:
1 March 2010
The Registrar
PHARMACY
LETTER
Adverse Drug Reactions Data Bank
PO ox 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 Sotto of Newtown.
Yours faithfully
Pharmacist
18
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7/24/2019 OET Practice Materials-Pharmacy Writing
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FOR OFFI E
USE ONLY
ASSESSOR NO
Occupational English
Test
Writing sub test
Practice test
3
Please print in BLOCK LETTERS
Candidate number
Family name
Other name(s)
City
Date
of
test
Candidate s signature
The
OET
Centre
GPO
Box37
Melbourne
VIC 3001
Australia
OETCentre
I I I
1 1
I I
1 1
I I I
YOU
MUST
NOT REMOVE
O T
MATERIAL FROM TH TEST ROOM.
Telephone: +613 9652 0800
FacsnWe +613 9654 5329
www.occupationalenglishtest.org
ABN 84 434
201
642
www.occupationalenglishtest.org
9
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Occupational English Test
WRITING SUB TEST PHARMACY
TIME ALLOWED: 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 sto k 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.
oooooouooooooouoooooooooooooooooooooooooooooooooooooooooooooooooouoooooooooooooooooooooooooOoO ooooooooooooooooooooooooooouoooonoooonoouoouonouonoooooooooooonooooooooono
1 ;
: :
i NeW
sMp Si
: ; : l e : ; , : : ~ < r pM{ l
l
:
[ for3ot t check exp'riJ
d a te
on ttLblen dispensed t tL customer [
Must se:t up s ~ s t m tLStLP
t YrLtLke
sure this
doesn't
htLppen tLjtLin:
i
: : : : : : : ~ : ~ : : : : 6 : ~ : ~ : :
T i ~ f f f l
I
1 .1
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You have received the following letter from the Pharmacy Board.
:onooooooounouoooooooooooooooooooooooooonoooooooooooooooooo oo o oooo oouonooooooooooooooouu onooo.ooooooooooooo ouo ooooooooooooooooooooooooooooooooouooo:
Pharmacist
l
j
City Pharmacy l
6 Main Road
Newtown
: :
j
10 February 201 0 i
:
:
l
J Dear Pharmacist
II
The Board has received a complaint from Mrs E White regarding the supply
of
some out-of-date
I
j 'Drug X' tablets. 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
j
December 2009.
j
I 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.
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 let ter should
be
approximately
18
200 words.
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Occupational English Test
WRITING SUB TEST:
SAMPLE RESPONSE:
6 March 2010
Ms
Anne Seaborn
Director
Pharmacy Board
Newtown
Dear Ms Seaborn
PHARMACY
LETTER
I am writing in response to your letter of 1 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:
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 th content
of
external websites.