If you’re preparing for the OET speaking sub-test, it’s essential to know exactly what the examiners are looking for. In this post, I’ll walk you through the assessment criteria in a clear, professional and actionable way, so you can align your preparation with what really matters.
1. Why the Speaking Sub-Test Matters
The OET is designed specifically for healthcare professionals: doctors, nurses, dentists, pharmacists, physiotherapists and others.
The Speaking sub-test simulates real-life interactions in your profession (such as patient consultations, hand-over, advice giving).
Thus your ability to communicate effectively in English in a healthcare environment is being assessed, not just your general English.
2. Test Structure at a Glance
- The Speaking test lasts about 20 minutes.
- You’ll typically complete two role-plays, each based on your profession and the kind of typical scenario you might face.
- For each role-play: you’ll have around 3 minutes to prepare, then about 5 minutes to perform.
- The Speaking task is recorded and assessed later by two independent certified OET assessors.
3. The Two Sets of Criteria
Your performance is assessed against two broad categories: Linguistic Criteria and Clinical Communication Criteria.
A. Linguistic Criteria
These assess your command of English — pronunciation, vocabulary, grammar, fluency, register. According to the official glossary they include:
- Intelligibility – how easily your speech is understood (pronunciation, rhythm, stress)
- Fluency – how smoothly you speak; whether there are too many hesitations, false starts or long pauses
- Appropriateness of language – whether your word choices, register, tone suit the situation and your interlocutor (e.g., patient)
- Resources of grammar and expression – range and accuracy of grammar; ability to express ideas clearly, use paraphrase, link ideas, use idiomatic expressions if appropriate
B. Clinical Communication Criteria
These reflect your professional interpersonal skills: how you behave and communicate as a healthcare professional in the role-play. They include (though the exact wording may vary slightly):
- Relationship building – starting the interaction appropriately, being friendly, respectful, listening actively
- Understanding & incorporating the patient’s (or carer’s) perspective – asking about concerns, expectations, acknowledging feelings, responding to cues
- Providing structure – organising the conversation: signalling topic changes, summarising, making it easy for the patient to follow.
- Information gathering – asking appropriate questions (open, closed), checking understanding, probing for relevant details.
- …and in some descriptions, other criteria like giving and checking information, dexterity in handling the professional role.
4. What This Means for Your Preparation
Knowing the criteria is one thing, working with them in practice is another. Here’s how to align your study with them:
- Pronunciation / Intelligibility: Practice saying medical vocabulary clearly. Record yourself. Ask a peer/facilitator whether your speech is easy to follow.
- Fluency: Work on speaking at a natural pace. Role-play with minimal hesitation. Use fillers less. Practice connecting your thoughts smoothly.
- Appropriate language & register: As a healthcare professional you must speak in a professional, yet understandable way for the patient. Avoid over-complex jargon when not appropriate. Read and practise patient-friendly explanations.
- Range of expression & grammar: Don’t just use simple sentences. Vary your grammar: relative clauses, conditionals (“If I were to…”, “When we next see you…”), phrases that link (“On the other hand…”, “Having considered this…”). But accuracy matters more than risky complexity.
- Relationship building: In your simulations open the interaction well (“Good morning, Mr Brown. I’m Dr Smith. Thank you for coming in today…”) Show empathy (“I understand this may feel worrying…”).
- Patient’s perspective: Ask about their concerns (“How are you feeling about this?”), expectations (“What did you hope we’d achieve today?”). Listen and respond — not just speak at them.
- Structure: Signal what you will do (“First I’d like to ask you some questions… Then I’ll explain the plan…”). Summarise (“So in summary: we’ll change your medication and I’ll arrange follow-up next week.”)
- Information gathering: Use both open and closed questions (“Can you tell me more about your pain?” / “How long has it lasted?”). Check understanding (“Could you tell me in your own words what you understood?”).
5. Scoring & What You Should Aim For
- While there is no single overall pass mark, most recognising organisations require a Grade B (score around 350–440) in the Speaking sub-test (and the other sub-tests) for registration.
- The criteria documents show for each of the linguistic and clinical domains “level descriptors” – e.g., what a B grade performance looks like vs an A grade.
- Thus, aim not just to “get by” but to consistently demonstrate competence in all the criteria. Weakness in one area often drags the overall performance.
6. Common Pitfalls to Avoid
- Relying heavily on memorised scripts or set phrases: You may sound rehearsed, not responsive to the patient’s interaction.
- Too formal, stilted language: While professionalism is needed, you must still be conversational and patient-centred.
- Over-use of medical jargon without explanation: You’ll be assessed for how you communicate clearly.
- Monologue style rather than interactive: Remember the role is conversational — listen and respond.
- Lack of clear structure in your explanation or advice: It can confuse the patient and reduce your score under “providing structure”.
7. Putting It into Practice
Here’s a quick sample role-play scenario and how you might plan with the criteria in mind:
Scenario: You are a physiotherapist working with a patient who has chronic back pain and is worried about taking time off work.
- Before you speak: ask about the patient’s perspective (“How has this pain been affecting your daily life / work?”) → information gathering + patient’s perspective.
- Begin: greet and build rapport (“Good afternoon, Ms Lee. I’m Ms [Your Name], your physiotherapist. Thank you for coming in today.”) → relationship building.
- Structure: “First, I’d like to ask you some questions about your back pain, then we’ll look at your goals, and finally I’ll outline a plan for you.” → providing structure.
- Use appropriate language: avoid heavy jargon (“Your lumbar region”); instead: “your lower back” if the patient is not medically trained. → appropriateness of language.
- Fluency and intelligibility: Speak at a steady pace, don’t rush, use stress and tone to highlight key points (“It’s important that we build strength before we progress to lifting heavier loads.”) → intelligibility + fluency.
- Resources of grammar & expression: Use linking phrases: “Given your job involves lifting, we’ll firstly work on core stability. On the other hand, we’ll avoid any sudden heavy loads until your pain reduces.”
- Close: Summarise and check understanding: “So to summarise: we’ll meet twice a week for three weeks, focus on core exercises, and you’ll gradually return to your manual lifting. Does that plan make sense? Are you comfortable with it?” → structure + patient’s perspective.
You then speak clearly, respond to patient’s concerns, adapt language if they ask for clarification, keep interaction two-way.
8. Final Thoughts
Preparing for the OET Speaking sub-test is not just about “memorising answers” but mastering interactive, competent healthcare communication in English. By aligning your preparation with the assessment criteria, both the linguistic and the professional communication side, you’ll be in a strong position on test day.
Keep revisiting the criteria, practice role-plays (preferably with feedback), record yourself, and monitor your progress. Over time you should see improvements in fluency, clarity, interaction style and professionalism.