Chapter 10 – Teaching stations

General Approach

This may involve teaching a junior or a patient. It may be an actual physical skill such as teaching a junior to perform joint aspiration; how to perform a systems exam; or how to interpret something such as an ECG . 

Adopting a generic approach will help maximise your marks even if you are a little rusty on the knowledge side of things. A large proportion of the marks are given to how you approach the teaching of the topic  rather than the minutiae of the skills.

There are two main areas candidates tend to run into trouble with in these stations. The first is timing, and the second relates to how you maximise the educational experience for the learner.

For these reasons, some candidates will include the following easy to achieve marks in their opening:

  • Identifying any learning objectives from the learner.
  • Ascertaining previous prior experience.
  • Signposting to further resources.
  • Stating you would get the learner to practice the skill after it has been demonstrated.


Establish previous experience/Signposting

Learning objectives

Explain procedure and obtain consent


Perform skill/procedure


Potential stations

Any of the procedures in Chapter 9 or examinations listed in Chapters 6 and 7 in may be designed to be assessed as a teaching station. In the virtually run OSCEs candidates have been asked to demonstrate or talk through how you would perform a procedure or an examination. Below is a list of other possible topics, it is divided into topics that lend themselves either to be aimed at teaching a colleague or a patient.

Teach a Colleague

Teach a Patient

Cite this article as: Trudie Pestell, "Chapter 10 – Teaching stations," in St.Emlyn's, March 30, 2021,

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