OET Practice Materials-Pharmacy Writing

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OCCUPATIONAL ':ec ENGLISH ·

·;;;, 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, dietetics, medicine, nursing, occupational therapy, optometry, pharmacy, physiotherapy, podiatry, radiography, speech pathology, and veterinary science. Nursing, dentistry and medicine currently provide the largest numbers of candidates.

The test is administered by the OET Centre, a business unit of the Centre for Adult Education (CAE] in Melbourne, Australia, which assumed responsibility for the test in 2004.

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.

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.

The OET uses a secure test bank from which materials are selected

OET Statements of Results include a scaled 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.

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 met. Interviewers have native or native-like competence in English. the same technical processes.

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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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 the 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 the Reading sub-test-Part A

Part A is 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 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.

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.

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 10 check upon initial registration on the test day and before each sub-test. The 10 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.

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History of the test

The Occupational English Test was designed by Professor Tim McNamara ofthe University of Melbourne under contract to the Australian Federal Government.

As part of the annual intake of refugees and immigrants, hundreds 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 proficiency, a multiple choice test of profession-specific clinical knowledge, and a performance-based test of clinical competence. 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

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 of the 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.

Stages of Test Development, presentation

by

Prof Tim McNamara, August 2007*

2

*':McNamara, T. [ 1996] Measuring Second Language Performance. London: Longman.

*2

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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.

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_{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 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.

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Writing Sub-test

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. The body of the letter must consist of approximately 180-200 words and be set out in an appropriate format. For certain professions, other professional writing tasks of 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 .

Speaking Sub-test

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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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 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

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 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.}

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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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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

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 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

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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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Control of linguistic features (grammar and cohesion) Show that you can use language accurately and flexibly in your writing.

Make sure you demonstrate a range of language 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 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

te-see for te-seeing .. .', 'sensitivity ef to pressure', 'my examination aft

ofthe patient', 'diagnosed with cancer')

passive forms (e.g., 'The J3atieAt she~:~ lei aelviseel te rela><', 'He-iA't'eiveel iA a A aeeieleAt.' 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

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:

• 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 her daughter'

• 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]

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 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.

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 ability 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

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FOR OFFICE USE ONLY

ASSESSOR NO.

I

Occupational English Test

Writing sub-test

Practice test #1

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 FROM THE TEST ROOM.

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

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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.

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):

Presentation:

Diagnosis of active lice infestation:

Method:

Treatment:

• 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

2

Permethrin OR

3

Pyrethrins

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

<

6 months)

1 % topically, leave fur a minimum of 20 minutes

0.165%

+

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

• All lice treatments should be repeated after 7 to 1 0 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.

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Precautions and follow-up treatment:

Resistant head lice:

Writing task:

• 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.

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+ 1 Omglkg up to) 80+400mg orally, 12-hourly for 3 days. Repeat after 1 0 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

be

approximately 180 - 200 words.

(14)

Occupational English Test

WRITING SUB-TEST:

SAMPLE REPSONSE:

Parents

Riverside Primary School

10.03.10

Dear Parent

PHARMACY

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. 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 1 0 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

(15)

FOR OFFICE USE ONLY

ASSESSOR NO.

Occupational English Test

Writing sub-test

Practice test

#2

The OET Centre GPO Box 372 Melbourne VIC 3001 Australia

©OETCentre

I I I 1-1

I I 1-1

I I I

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

(16)

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~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

l

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 1 0% 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.

(17)

You suspect an ADR (adverse drug reaction) to the ACE inhibitor and decide on

the

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

ADR

to the relevant authority: the Adverse Drug Reactions Data Bank,

PO Box 112, Centreville.

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

(18)

Occupational English Test

WRITING SUB-TEST:

SAMPLE RESPONSE:

1 March 2010 The Registrar

PHARMACY

LETTER

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

(19)

I

_I!

I

!I

FOR OFFICE USE ONLY

ASSESSOR NO.

Occupational English Test

Writing sub-test

Practice test

#3

The OET Centre

GPO Box372 Melbourne VIC 3001 Australia

©OETCentre

I I I 1-1

I I 1-1

I I I

Telephone: +613 9652 0800

FacsnWe: +613 9654 5329

www.occupationalenglishtest.org

ABN 84 434 201 642

(20)

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 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••••••••••••••••••••••••••••••••••••••••••••••••

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: :

i

NeW

sMp

:Si::

::;:l(e:;,::~<r

p«M{'l

l

! :

[

!

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

[

~

.

Must se:t up

s~stem

tLStLP to YrLtLke sure this doesn't htLppen tLjtLin:

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I

(21)

1 '.

.

t

~

I

You have received the following letter from the Pharmacy Board.

:••••••••••••••••••••••••••••••onoooooo•ounouoooooooooooooooooooooooooonoooooooooooooooooo . . oaoo . . oo . . oooo•••• . . . . -••oouonooooooooooooooouuonooo.oooooooooo•••ooo . . o u o • • • • • • . . • • • • • • • • • . . ooooooooooooooooooooooooooooo•••oooouooo••••••••••••••••••••••••:

1 Pharmacist l

j

City Pharmacy

l

~ 6 Main Road ~

!

Newtown

!

~

: :

j

10 February 201 0

i

: :

l

~

J Dear Pharmacist

I

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 1 0 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 letter should be approximately 180 - 200 words.

(22)

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 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

(23)

I

~

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