Feedback:: Flu Vaccine Counseling:: Attempt 1:: A PLAB 2 Mock

Mock Date: 14/06/2025
Case 1:
Topic: Paediatric Case UID: Vaccination3
Case Name: Influenza Vaccination
Action Items:
Practice and Review the case in the OSCE workbench:	Click Here
Watch the (Private) Mock Test Video Recording:	Click Here
Read the Case Blog:	Click Here
Additional Resources:	Click Here
Deep Dive into your (Private) performance below:
Scenario Summary:
In this scenario, you are an FY2 doctor in a GP surgery, and you will be seeing Mrs. Danielle Brown, a 30-year-old mother who is concerned about her 3-year-old son's upcoming flu vaccine.
My Performance:
🔍Let’s Deep Dive into your performance:
The Domain-wise evaluation shows areas where you did well and others where you have room to grow.
A "Yes" means you covered that point effectively
A "Partial" indicates that you did some of it well but missed some key details.
A "No" means there was an important opportunity that wasn’t addressed.
Don’t worry if you see several areas marked "No" or "Partial"—this is common and simply highlights where you can focus your learning.
By reflecting on these areas and practising, you’ll be able to improve and feel more confident in your consultations. Remember, every bit of feedback is an opportunity to grow, and you’re on the right path by taking these steps.
Timestamps are provided to show exactly when during the consultation you covered or missed key points. Reviewing these can help you see how well you're managing your time and where you might need to be more efficient in addressing important areas.

Domain	Point	Timestamp	Response	Remarks
Data Gathering	Confirm identity of the parent: Full name and relationship to the child	0:21:00	No	You asked for the name but didn’t confirm the full name or her relationship to the child (i.e. that she is the mother). In future, explicitly ask, “Can I confirm your full name and your relationship to Rick?” to avoid ambiguity.
Data Gathering	Confirm identity of the child: Full name and age	00:45–00:58	Partial	You confirmed the child’s first name and age, but did not ask for or confirm the full name. Next time, say, “Can I confirm Rick’s full name and age, please?” for completeness.
Data Gathering	Establish the reason for the visit and elicit her specific concerns regarding the flu vaccine	01:03–01:12	Yes	You clearly asked how you could help and allowed her to express her specific concerns about the vaccine and the fit episode. Well done.
Data Gathering	Ask about recent symptoms in the child: Any fever, flu-like illness, vomiting, or diarrhea	04:02–04:11	Partial	You asked about fever and rash but missed vomiting and diarrhea. Be sure to include all four symptoms to fully rule out acute illness.
Data Gathering	Ask about the child’s past medical history, especially any history of asthma or recurrent wheeze	—	No	You did not ask about past respiratory conditions like asthma or wheeze. This is crucial given the implications for live vaccines. Try to always include a focused PMH.
Data Gathering	Inquire about drug history, particularly if the child is on long-term steroids or aspirin	03:05–03:11	Partial	You asked about current medications but did not probe specifically about long-term steroids or aspirin, which are particularly relevant here.
Data Gathering	Explore allergy history in detail, especially to eggs, gelatin, or neomycin (potential vaccine components)	03:01–03:04	Partial	You asked about egg allergy, which is important, but missed gelatin and neomycin. Be thorough with all known flu vaccine components next time.
Data Gathering	Inquire about pregnancy and birth history, vaccination history, development history: Confirm if the child has been meeting milestones normally	03:13–03:49	Yes	You asked about delivery, vaccination, and developmental milestones. This was well structured and complete.
Data Gathering	Confirm Danielle’s understanding of the flu vaccine and Rick's health after his first flu vaccine and address specific concerns	01:34–02:06, 06:04–06:41	Yes	You did well to explore her understanding, past experience, and specific concerns. Your reassurance was appropriate and clearly worded.
Data Gathering	Assess general well-being: Ask about feeding habits, growth, behavior, and weight gain	03:39–03:57	Partial	You asked about growth and weight but did not explore feeding habits or behavior in depth. Consider asking, “How is his eating? Is his behavior normal for his age?” next time.
Management	Explain the nature of the vaccine: A live-attenuated nasal spray that is safe and does not cause flu	07:27–07:43	Partial	You mentioned that it's given through the nose but didn’t specify that it's live-attenuated or that it doesn't cause flu. Include this detail for clarity and reassurance.
Management	Discuss the benefits of the flu vaccine: Prevention of complications like pneumonia, bronchitis, and ear infections	05:12–05:26	Partial	You mentioned pneumonia but didn’t discuss other common complications like bronchitis and ear infections. This would have helped her understand the broader benefits.
Management	Highlight that the vaccine protects against the flu and that symptoms post-vaccination are mild compared to a normal flu infection	05:19–05:26	Partial	You emphasized the protection but didn’t explicitly compare mild vaccine symptoms to actual flu infection. This comparison can be very reassuring.
Management	Discuss the potential mild side effects like runny or blocked nose, headache, general tiredness, and loss of appetite, which typically last for 2–3 days	06:47–07:07	Partial	You mentioned minor fever and redness but omitted runny nose, headache, tiredness, and appetite loss. A more comprehensive explanation would help manage expectations.
Management	Explain that it is a single dose administered nasally and is completely safe	07:27–07:43	Partial	You clarified it’s nasally given but didn’t specify it’s a single dose or clearly state its safety. Be more definitive next time to reinforce reassurance.
Management	Clarify that the flu vaccine does not cause fits and there is no evidence supporting a link to such severe reactions. Clarify common myths	06:04–06:36	Yes	You addressed this thoroughly and with clear reassurance. You debunked the myth effectively—well done.
Management	Highlight the importance of yearly vaccination: Due to changes in circulating flu virus strains	05:34–05:52	Yes	You covered this very well and explained it in a simple, understandable way.
Management	Emphasize the non-compulsory but highly recommended nature of the flu vaccine for children aged 2–17	07:45–07:52	Yes	You explained this clearly and respectfully gave the parent autonomy.
Management	Reassure regarding safety: Especially in the context of previous vaccinations and lack of risk factors	06:36–06:39	Yes	You reassured well by drawing on the child’s previous good response and lack of risk factors.
Management	Offer a leaflet about the flu vaccine and the immunization schedule	—	No	You did not offer a leaflet. Even in verbal consultations, this is expected. Say, “Would you like me to give you a leaflet to take home?”
Management	Provide safety netting advice: Watch for high fever, persistent cough, or prolonged symptoms; seek review if they occur	—	No	Safety netting was not provided. Always include, “If you notice anything worrying after the vaccine like a high fever or prolonged cough, do seek medical attention.”
Management	Offer follow-up: Invite her to return or call the surgery if more questions or concerns arise	—	No	You missed the opportunity to invite follow-up. A simple “Feel free to contact us if you have more questions later” can build trust.
Interpersonal Skills	Acknowledge Danielle’s concerns and validate her feelings and reassure her that many parents share similar concerns	02:00–02:06	Partial	You acknowledged her concern briefly but did not normalize it by saying others share it. Saying, “Many parents ask about this too” would have helped.
Interpersonal Skills	Use empathetic phrases like, 'I understand your worries,' and 'It’s normal to be concerned about vaccinations'	—	No	You did not use any direct empathetic phrases. Empathy is more than tone—include a phrase like, “It’s completely natural to worry about your child’s health.”
Interpersonal Skills	Summarize the discussion to ensure understanding	—	No	You didn’t summarize the discussion. At the end, a brief summary like “So to recap, Rick’s healthy, and the vaccine is safe, nasal, and yearly recommended” helps ensure clarity.
Interpersonal Skills	Use simple language and avoid medical jargon	Throughout	Yes	You used clear, non-technical language throughout. Well done.
Interpersonal Skills	Encourage questions and provide clear, concise answers	04:48–07:52	Yes	You responded openly to her queries and explained well. This created a safe space for her to express concerns.
Interpersonal Skills	Show patience and understanding	Throughout	Yes	You were calm, did not interrupt, and handled repeated questions patiently. Good work here.
Interpersonal Skills	Maintain a calm and supportive tone to build rapport and ensure she feels heard and respected	Throughout	Yes	Your tone was gentle and respectful throughout, which is important for rapport.

Feedback Statements:	Needs Improvement
Consultation	Disorganised / unstructured consultation. Includes illogical and disordered approach to questioning. You did not demonstrate sufficiently the ability to follow a logical structure in your consultation. For example, your history taking may have appeared disjointed, with your line of questioning erratic and not following reasoned thinking. You may have undertaken practical tasks or examination in an illogical order that suggested you did not have a full grasp of the reason for completing them or a plan for the consultation.
Diagnosis	Does not make the correct working diagnosis or identify an appropriate range of differential possibilities.
Examination	Does not undertake physical examination competently, or use instruments proficiently.
Findings	Does not identify abnormal findings or results or fails to recognise their implications. You did not identify or recognise significant findings in the history, examination or data interpretation.
Issues	Does not recognise the issues or priorities in the consultation (for example, the patient’s key problem or the immediate management of an acutely ill patient). You did not recognise the key element of importance in the station. For example, giving health and lifestyle advice to an acutely ill patient.
Management	Does not develop a management plan reflecting current best practice, including follow up and safety netting.	✔️
Rapport	Does not appear to develop rapport or show sensitivity for the patient’s feelings and concerns, including use of stock phrases. You did not demonstrate sufficiently the ability to conduct a patient centred consultation. Perhaps you did not show appropriate empathy or sympathy, or understanding of the patient’s concerns. You may have used stock phrases that show that you were not sensitive to the patient as an individual, or failed to seek agreement to your management plan.
Listening	Does not make adequate use of verbal & non-verbal cues. Poor active listening skills. You did not demonstrate sufficiently that you were paying full attention to the patient’s agenda, beliefs and preferences. For example, you may have asked a series of questions but not listened to the answers and acted on them.
Language	Does not use language or explanations that are relevant and understandable to the patient, including not checking understanding. The examiner may have felt, for example, that you used medical jargon, or spoke too quickly for the patient to take in what you were saying.
Time	Shows poor time management. You showed poor time management, probably taking too long over some elements of the encounter at the expense of other, perhaps more important areas.	✔️

Data_gathering	Management	IPS
3	2	3