Fellowship Clinical Exam (OSCE) Preparation Course
12 - 16 weeks
Structure of the sessions
Small group teaching (1-3 people) held on a weekly basis at the start of the course, with more frequent sessions towards the final exam.
Exam performance strategies
Early in the course there will be a session focusing on positive psychology tips for controlling your anxiety and optimizing your performance.
Mentors/exam coaches are allocated to each trainee
Experienced mentors/coaches with a passion for teaching will lead the program, giving regular constructive feedback. They will share actionable goals, mapped to domains to identify strategies to improve.
Examiner‑led practice session
Frequent sessions with ACEM accredited examiners, providing guidance and tips on OSCE performance success. A dedicated session with Don Liew, who has been running OSCE courses for many years.
Mini‑mock/final mock examinations
Real-time mini mock examinations (3 stations) every 4 weeks and a final mock (6 stations), run by examiners and mentors /coaches to familiarise you with the test environment. Access to other network mock exams within Victoria.
Course length
12–16 weeks
This course gives you guidance and practice in each of the OSCE station types to help you achieve success in the ACEM Clinical Exam.
Resources
We also have a dedicated OSCE website MonashOSCE.com which provides an overview of the exam structure, preparation advice, tips for each of the OSCE station types, and plenty of practice stations.
Join the course
Monash trainees who are approaching the Fellowship Clinical exam should contact Sindy Balachanthiran or Jason Aw at least 6 months prior to the exam.
contact Sindy and Jason on [email protected]
Remote and rural trainees with no access to local training courses are invited to contact Sheila Bryan, Network DEMT, if you are interested in joining the preparation course. [email protected]
Small group teaching (1-3 people) held on a weekly basis at the start of the course, with more frequent sessions towards the final exam.
Exam performance strategies
Early in the course there will be a session focusing on positive psychology tips for controlling your anxiety and optimizing your performance.
Mentors/exam coaches are allocated to each trainee
Experienced mentors/coaches with a passion for teaching will lead the program, giving regular constructive feedback. They will share actionable goals, mapped to domains to identify strategies to improve.
Examiner‑led practice session
Frequent sessions with ACEM accredited examiners, providing guidance and tips on OSCE performance success. A dedicated session with Don Liew, who has been running OSCE courses for many years.
Mini‑mock/final mock examinations
Real-time mini mock examinations (3 stations) every 4 weeks and a final mock (6 stations), run by examiners and mentors /coaches to familiarise you with the test environment. Access to other network mock exams within Victoria.
Course length
12–16 weeks
This course gives you guidance and practice in each of the OSCE station types to help you achieve success in the ACEM Clinical Exam.
Resources
We also have a dedicated OSCE website MonashOSCE.com which provides an overview of the exam structure, preparation advice, tips for each of the OSCE station types, and plenty of practice stations.
Join the course
Monash trainees who are approaching the Fellowship Clinical exam should contact Sindy Balachanthiran or Jason Aw at least 6 months prior to the exam.
contact Sindy and Jason on [email protected]
Remote and rural trainees with no access to local training courses are invited to contact Sheila Bryan, Network DEMT, if you are interested in joining the preparation course. [email protected]
From the ACEM website:
The Objective Structured Clinical Examination (OSCE) is a clinical test held over two consecutive days.
The examination will consist of a variety of clinical stations based on scenarios that candidates would expect to see as part of their work in the Emergency Department – history taking, physical examinations, communication, procedural skills, resuscitation, teaching, managing the ED, case synthesis, creating management plans and interpreting investigation results.
Each of the 12 single OSCE stations are 11 minutes' duration. This will include four minutes of reading time followed by seven minutes of assessment. Of the 12 stations, there will be a minimum of one of each of the following type of stations:
History taking
Physical examination
A challenging communication situation: patient/relative/staff member
Teaching or clinical advice to junior staff
Standardised Case-Based Discussion
For a more detailed summary of what to expect on the day of your exams please refer to the Educational Resources on the ACEM website.
The Objective Structured Clinical Examination (OSCE) is a clinical test held over two consecutive days.
The examination will consist of a variety of clinical stations based on scenarios that candidates would expect to see as part of their work in the Emergency Department – history taking, physical examinations, communication, procedural skills, resuscitation, teaching, managing the ED, case synthesis, creating management plans and interpreting investigation results.
Each of the 12 single OSCE stations are 11 minutes' duration. This will include four minutes of reading time followed by seven minutes of assessment. Of the 12 stations, there will be a minimum of one of each of the following type of stations:
History taking
Physical examination
A challenging communication situation: patient/relative/staff member
Teaching or clinical advice to junior staff
Standardised Case-Based Discussion
For a more detailed summary of what to expect on the day of your exams please refer to the Educational Resources on the ACEM website.
link to timetable/sign up sheet
Guidelines for Senior Doctors: Having a Feedback conversation with OSCE Candidates
Purpose
To provide structured, constructive, and psychologically safe feedback to candidates preparing for the ACEM OSCE (Objective Structured Clinical Examination). Feedback aims to improve performance, support reflective practice, and maintain trainee wellbeing.
It is important to remember the candidates are vulnerable in this high stakes situation. They are preparing to undertake an activity which is being used to assess their clinical competence in a framework that has very little resemblance to an actual clinical encounter.
1. Principles of Effective Feedback
Be Supportive and candid
Create a psychologically safe space — reassure candidates that the purpose of feedback is to help them improve.
Avoid comparisons with other candidates. Focus on individual growth.
Begin and end with encouragement or recognition of effort.
Ensure that the feedback is honest. Be Specific
Comment on observable behaviours (e.g. “You summarised the case clearly”) rather than vague statements (“You did well”).
Focus on what the candidate did, not their personality or style. Be Balanced, consider using the keep, stop start framework
Keep: What worked well, candidates need to know what is working well
Stop: What could be avoided or changed.
Start: New strategies or habits to try. Be Timely
Give feedback immediately after the station when practicing individual stations where possible.
Be Collaborative with the candidate, feedback is a conversation
If the candidate appears distressed, address this before moving to the feedback conversation
Start the feedback conversation with an invitation for reflection
“What do you think worked well?”
“What would you do differently next time?”
Encourage two-way dialogue, not a lecture. Be collaborative with the exam coach
Keep the Candidates coach in the loop
All candidates should have a nominated exam coach. It is important for them to understand the progress of the candidate so that they can continue to work with the candidate to develop their skills. Provide feedback directly or via a coach feedback form
2. Feedback Structure for OSCE Stations
1. Set the Scene
Establish safety and purpose
“Let’s review how that went — my aim is to help you prepare confidently for the exam by identifying what works well and what could be changed/added.”
2. Self-Reflection
Candidate reflection
What were you working on in this station. “What do you think went well?” “What did you find challenging?”
3. Strengths
Reinforce effective behaviours
“You maintained good structure in your approach.” “You demonstrated your understanding of the question by…”. ‘You demonstrated the domain well ‘– give clear examples
4. Areas for Improvement
Identify 1–2 specific targets, no more.
“You could pause after a question to allow the confederate to formulate a response.” “Remember to close the consultation explicitly. And with a smile”
5. Action Plan
Plan next steps
‘You could pause between demonstrating empathy and asking the next question’
6. Support and Encouragement
End on a positive and motivating note
“You’re progressing well — refining timing and structure will make a big difference.”
Focus feedback on the following areas
1. Communication
What examiners look for:
Clarity, empathy, structure, and ability to adapt language to audience (patient, relative, colleague).
How to demonstrate:
2. Professionalism
What examiners look for:
Respectful behavior, integrity, self-awareness, cultural sensitivity, maintaining patient safety and dignity.
How to demonstrate:
3. Clinical Decision-Making
What examiners look for:
Logical reasoning, prioritisation, safe management, and situational awareness.
How to demonstrate:
4. Leadership & Management
What examiners look for:
5. Teaching & Supervision
What examiners look for:
Ability to explain concepts clearly and support a junior colleague or learner.
How to demonstrate:
6. Procedural & Practical Skills
What examiners look for:
Safe, systematic technique and understanding of indications, risks, and aftercare.
How to demonstrate:
General Tips
✅ Pause before starting — plan your structure.
✅ Think out loud — examiners can only mark what they hear.
✅ Be human — empathy and composure count as much as facts.
✅ Practise using ACEM language for safety, teamwork, and professionalism.
Here are some examples of empathetic validation responses — short, natural statements that acknowledge and validate another person’s emotion.
You can adapt them depending on the tone, setting (clinical, educational, peer), and intensity of the emotion expressed.
💬 General Framework
😔 When someone is sad or disappointed
😡 When someone is angry or frustrated
😨 When someone is anxious or fearful
😞 When someone feels guilty or self-critical
😤 When someone feels overwhelmed or burnt out
💡 Useful bridging phrases for professional settings (e.g., feedback, supervision, debrief)
Purpose
To provide structured, constructive, and psychologically safe feedback to candidates preparing for the ACEM OSCE (Objective Structured Clinical Examination). Feedback aims to improve performance, support reflective practice, and maintain trainee wellbeing.
It is important to remember the candidates are vulnerable in this high stakes situation. They are preparing to undertake an activity which is being used to assess their clinical competence in a framework that has very little resemblance to an actual clinical encounter.
1. Principles of Effective Feedback
Be Supportive and candid
Create a psychologically safe space — reassure candidates that the purpose of feedback is to help them improve.
Avoid comparisons with other candidates. Focus on individual growth.
Begin and end with encouragement or recognition of effort.
Ensure that the feedback is honest. Be Specific
Comment on observable behaviours (e.g. “You summarised the case clearly”) rather than vague statements (“You did well”).
Focus on what the candidate did, not their personality or style. Be Balanced, consider using the keep, stop start framework
Keep: What worked well, candidates need to know what is working well
Stop: What could be avoided or changed.
Start: New strategies or habits to try. Be Timely
Give feedback immediately after the station when practicing individual stations where possible.
Be Collaborative with the candidate, feedback is a conversation
If the candidate appears distressed, address this before moving to the feedback conversation
Start the feedback conversation with an invitation for reflection
“What do you think worked well?”
“What would you do differently next time?”
Encourage two-way dialogue, not a lecture. Be collaborative with the exam coach
Keep the Candidates coach in the loop
All candidates should have a nominated exam coach. It is important for them to understand the progress of the candidate so that they can continue to work with the candidate to develop their skills. Provide feedback directly or via a coach feedback form
2. Feedback Structure for OSCE Stations
1. Set the Scene
Establish safety and purpose
“Let’s review how that went — my aim is to help you prepare confidently for the exam by identifying what works well and what could be changed/added.”
2. Self-Reflection
Candidate reflection
What were you working on in this station. “What do you think went well?” “What did you find challenging?”
3. Strengths
Reinforce effective behaviours
“You maintained good structure in your approach.” “You demonstrated your understanding of the question by…”. ‘You demonstrated the domain well ‘– give clear examples
4. Areas for Improvement
Identify 1–2 specific targets, no more.
“You could pause after a question to allow the confederate to formulate a response.” “Remember to close the consultation explicitly. And with a smile”
5. Action Plan
Plan next steps
‘You could pause between demonstrating empathy and asking the next question’
6. Support and Encouragement
End on a positive and motivating note
“You’re progressing well — refining timing and structure will make a big difference.”
Focus feedback on the following areas
1. Communication
What examiners look for:
Clarity, empathy, structure, and ability to adapt language to audience (patient, relative, colleague).
How to demonstrate:
- Start with rapport: introduce yourself, confirm role.
- Use clear structure: opening → information gathering → summary → plan.
- Acknowledge emotion and respond with empathy and validation
- “I can see this is distressing”, your response is not unusual
- Avoid jargon; check understanding.
- Finish with a summary and safety-net.
2. Professionalism
What examiners look for:
Respectful behavior, integrity, self-awareness, cultural sensitivity, maintaining patient safety and dignity.
How to demonstrate:
- Stay calm and respectful, even when challenged.
- Acknowledge limits of competence: “I’d like to discuss this with my consultant.”
- Uphold confidentiality and consent.
- Show awareness of bias and equity.
- Maintain professional tone under stress.
3. Clinical Decision-Making
What examiners look for:
Logical reasoning, prioritisation, safe management, and situational awareness.
How to demonstrate:
- State your working diagnosis and reasoning.
- Prioritise by risk: treat life-threats first.
- Explain your next steps out loud — “I’d like to stabilise, then reassess.”
- Include disposition and follow-up.
- If unsure, show structured thinking rather than guessing.
4. Leadership & Management
What examiners look for:
- Ability to coordinate a team, delegate safely, and make decisions under pressure.
5. Teaching & Supervision
What examiners look for:
Ability to explain concepts clearly and support a junior colleague or learner.
How to demonstrate:
- Assess baseline knowledge: “What do you already know about this procedure?”
- Invite participation “ stop me if you have any questions or need clarifiacation”
- Chunk and check: explain small sections, confirm understanding.
- Provide constructive feedback using positive tone.
- Encourage reflection and ensure patient safety throughout.
- Don’t forget to have a handout or to offer to do a DOPS next time they have a case on the floor
6. Procedural & Practical Skills
What examiners look for:
Safe, systematic technique and understanding of indications, risks, and aftercare.
How to demonstrate:
- Verbalise each step (especially if manikin or verbal station).
- Perform safety checks: identity, allergies, consent, equipment.
- Aseptic technique where relevant.
- Describe post-procedure care and potential complications.
- Stay calm, systematic, and confident even if under time pressure.
General Tips
✅ Pause before starting — plan your structure.
✅ Think out loud — examiners can only mark what they hear.
✅ Be human — empathy and composure count as much as facts.
✅ Practise using ACEM language for safety, teamwork, and professionalism.
Here are some examples of empathetic validation responses — short, natural statements that acknowledge and validate another person’s emotion.
You can adapt them depending on the tone, setting (clinical, educational, peer), and intensity of the emotion expressed.
💬 General Framework
- Recognize the emotion – name or reflect what you see/hear.
- Validate the feeling – show that it’s understandable or legitimate.
- Support or connect – offer empathy or collaboration.
😔 When someone is sad or disappointed
- “That sounds really hard — I can see why you’d feel upset.”
- “It makes sense you’d be disappointed after putting in so much effort.”
- “I can hear how much this mattered to you.”
- “Anyone in your position would feel the same way.”
- “You’ve been through a lot — it’s okay to feel down about it.”
😡 When someone is angry or frustrated
- “I can tell this has been really frustrating for you.”
- “That sounds incredibly annoying — I’d feel frustrated too.”
- “You’ve been trying hard, and it feels like you’re not being heard.”
- “I can understand why that situation would make you angry.”
- “It’s completely reasonable to feel upset when things don’t go the way they should.”
😨 When someone is anxious or fearful
- “That sounds really worrying — it’s understandable to feel anxious.”
- “Uncertainty like that can be really uncomfortable.”
- “I can see how much this is weighing on you.”
- “It’s normal to feel nervous in a situation like that.”
- “You’re not alone — many people would feel the same way.”
😞 When someone feels guilty or self-critical
- “You’re being really hard on yourself — it’s okay to feel that way after something difficult.”
- “It sounds like you care deeply about getting things right.”
- “Anyone who cares as much as you do would feel bad about that.”
- “It’s understandable to wish you’d handled it differently.”
- “You’re reflecting thoughtfully — that shows integrity.”
😤 When someone feels overwhelmed or burnt out
- “It sounds like you’ve got a lot on your plate right now.”
- “That’s a huge amount to carry — no wonder you’re feeling exhausted.”
- “Anyone would feel overwhelmed in that situation.”
- “You’ve been juggling so much — it’s understandable to feel stretched.”
- “It makes sense that you’re running out of energy.”
💡 Useful bridging phrases for professional settings (e.g., feedback, supervision, debrief)
- “I can hear that this has had a big impact on you.”
- “I really appreciate you sharing how you’re feeling.”
- “It’s completely valid to react that way.”
- “Thank you for being open — it helps me understand your perspective.”
- “Let’s take a moment to acknowledge how tough that was.”
Monash OSCE Introductory Course
3 December 2025
This is a one-day course created and delivered by four of the ACEM examiners we have at Monash Health. It is open to all trainees who have passed the written, or those who will be sitting the most recent written exam (and awaiting results).
The course is specifically designed to dissect the ‘why’ and the ‘how’ of the OSCE examination, providing the background, information and hopefully some tools that can be used to prepare. It is not an OSCE practice session. Instead, we aim to provide an approach for how to prepare and what we see are the keys to success. It is highly interactive, and includes Q&A sessions with senior examiners, ACEM representatives and recent (successful) candidates.
The details of the course and the link to book a spot can be found at www.monashoscecourse.com.
3 December 2025
This is a one-day course created and delivered by four of the ACEM examiners we have at Monash Health. It is open to all trainees who have passed the written, or those who will be sitting the most recent written exam (and awaiting results).
The course is specifically designed to dissect the ‘why’ and the ‘how’ of the OSCE examination, providing the background, information and hopefully some tools that can be used to prepare. It is not an OSCE practice session. Instead, we aim to provide an approach for how to prepare and what we see are the keys to success. It is highly interactive, and includes Q&A sessions with senior examiners, ACEM representatives and recent (successful) candidates.
The details of the course and the link to book a spot can be found at www.monashoscecourse.com.