OET SPEAKING CRITERIA | How to GIVE information effectively

Information Giving in OET Speaking

The video explains how to meet the OET Speaking criterion of information giving. Strong performance means responding to the patient and involving them in the conversation, rather than delivering a long explanation without inviting their participation.

Key skills

• Find out what the patient already knows. This helps you tailor your explanation and build on their existing knowledge. For example:

  • “Can you tell me what you know about cholesterol?”
  • “Would you mind telling me what you know about tetanus?”

• Use pauses appropriately. Break explanations into manageable sections and give the patient time to respond. Their reactions can guide what you say next and give them opportunities to ask questions. The video contrasts an uninterrupted explanation of asthma with one that pauses to check in with the patient.

• Invite the patient to react and contribute. Acknowledge their concerns, explain why a recommendation matters, and ask how they feel about taking the suggested action. For example, after discussing ways to lower cholesterol, ask whether they would be willing to try a short walk during lunch.

• Check understanding throughout the interaction. Don’t wait until the end: the patient may misunderstand, or you may run out of time. Ask them to explain steps in their own words, check whether they feel able to follow instructions, or ask what they would like repeated.

• Find out what further information the patient needs. Ask what they know about a procedure and whether they have other questions. Their answers help you decide what information to provide next.

Preparation and practice

• Use preparation time to plan where you can ask about the patient’s existing knowledge and information needs.
• Avoid rushing through the role-play, especially when nervous. Give the patient opportunities to respond.
• Practise pausing and notice how it makes explanations more interactive.
• Check understanding at several points during the conversation.
• Ask explicitly what else the patient wants to know so your next explanation is relevant.

Speakers and sources

• Jo — presenter from SLC.
• Illustrative role-play voices — clinician and patient dialogue used in the examples; they are not individually identified.