The need for a holistic approach to training OET aspirants

The Hindu

04-05-2025

The Occupational English Test (OET) is a language proficiency test designed specifically for nurses, doctors and allied health professionals who want to work or study in English-speaking countries such as the U.K., Australia, New Zealand and others. While the test itself can be challenging, many aspirants face significant difficulties during the preparation. Gaps in training methodology, outdated teaching methods and high student-trainer ratio are some of the problems facing those aiming to take the OET.
One student* felt that the training sessions were too generic. 'For basic reading comprehension, what I needed was targeted practice on specific types of texts and questions that appear in the OET reading module. I wanted to learn how to quickly identify the main ideas, understand the tone and answer the objectives within time limit. But this was not done.'
A senior nurse* who had enrolled for the classes to improve her English language skills. 'When I told the instructor that I was having trouble with the writing section, I was instructed to just follow the format. I also struggled with the listening module and was lost in a sea of medical jargon. The instructors would rattle off complex terms and abbreviations, expecting us to absorb them instantly. Since they lacked a medical background, their explanations only added to my confusion.'
Comprehensive strategy
Instead of the current one-size-fits-all approach, what OET educators require is a comprehensive sub-skill integrated learning strategy. Instructors and trainers should have a basic knowledge of healthcare concepts so that students understand the context of OET questions leading to better comprehension and improved test scores. Mapping existing gaps in OET preparation techniques and institutional guidance will ensure that aspirants receive comprehensive support to overcome challenges. Here are some ways in which this can be done:
First, students should be familiarised with OET format, including the four categories of reading, writing, speaking and listening. Review the test content, timing and questions.
Next, activities should be created to engage students in group discussions, debates, monologues and dialogues. Discussions on grammar, vocabulary and pronunciation can be held to help improve speaking and listening skills.
To develop speaking skills, students should be engaged in role-play and conversations, using medical jargon. Discuss patient care, symptoms, and treatment options so that they can demonstrate their ability to use medical vocabulary.
To improve listening skills, students should be made to identify medical information and record symptoms, offer diagnosis and develop treatment plans. They can also listen to podcasts and other audio texts related to the medical field.
For writing prowess, the students to read the task instructions carefully, plan letter writing tasks and identify keys points, structure and layout. They should be directed to focus on relevant information about patient condition, treatment and care.
To improve their reading, students should be advised to scan passages appropriately, focus on key words, and identify question types and use contextual clues to find answers.
*Names withheld on request