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

Mock Date: 14/06/2025
Case 2:
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.	0:07	Yes	You appropriately confirmed both the full name and the relationship of the parent early in the consultation. Well done.
Data Gathering	Confirm identity of the child: Full name and age	0:24	Yes	You confirmed both the full name and age of the child. This is a key safety step and you handled it confidently.
Data Gathering	Establish the reason for the visit and elicit her specific concerns regarding the flu vaccine.	0:40, 1:01	Yes	You asked clearly about the reason for the visit and allowed the mother to voice her specific concern regarding fits after flu vaccine.
Data Gathering	Ask about recent symptoms in the child: Any fever, flu-like illness, vomiting, or diarrhea.	3:21–3:34	Yes	You covered all the symptom areas required: fever, flu-like illness, vomiting/diarrhea. Good and efficient questioning.
Data Gathering	Ask about the child’s past medical history, especially any history of asthma or recurrent wheeze.	2:14–2:25	Partial	You asked about general health and asthma but did not ask specifically about recurrent wheeze, which could be relevant for flu vaccine safety. Consider adding that question.
Data Gathering	Inquire about drug history, particularly if the child is on long-term steroids or aspirin.	2:40–2:48	Yes	You asked about medications and specifically mentioned steroidal medications. This was adequately covered.
Data Gathering	Explore allergy history in detail, especially to eggs, gelatin, or neomycin (potential vaccine components).	2:29–2:39	Yes	Good focused questioning about allergies to key components. You did not miss any important allergen.
Data Gathering	Inquire about pregnancy and birth history, vaccination history, development history: Confirm if the child has been meeting milestones normally.	1:34–3:13	Yes	You asked about birth, vaccinations, development, and the red book. This is comprehensive and well done.
Data Gathering	Confirm Danielle’s understanding of the flu vaccine and Rick's health after his first flu vaccine and address specific concerns	3:38–4:02, 5:20–5:58	Yes	You asked directly about her understanding and also about past experience with the vaccine. You addressed her fear of fits very clearly.
Data Gathering	Assess general well-being: Ask about feeding habits, growth, behavior, and weight gain.	3:13–3:19	Yes	You asked about feeding and development, which is sufficient for assessing general well-being in this context.
Management	Explain the nature of the vaccine: A live-attenuated nasal spray that is safe and does not cause flu.	4:06–4:29	Partial	You explained it’s a live virus and that it’s weakened and safe. But you did not mention that it’s administered as a nasal spray. Please be specific next time.
Management	Discuss the benefits of the flu vaccine: Prevention of complications like pneumonia, bronchitis, and ear infections.	7:00–7:11	Yes	You explained the vaccine helps prevent serious infections like pneumonia. You covered the benefits clearly.
Management	Highlight that the vaccine protects against the flu and that symptoms post-vaccination are mild compared to a normal flu infection	5:28–5:47	Yes	You clarified that post-vaccine symptoms are usually mild and better than getting the flu itself.
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	5:28–5:47	Partial	You mentioned fever and runny nose but didn’t list headache, tiredness or appetite loss. Mention these next time to be more comprehensive.
Management	Explain that it is a single dose administered nasally and is completely safe	—	No	You did not mention that it is a single dose or that it is given nasally. Always mention route and dosage to complete the explanation.
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	5:53–6:08	Yes	You reassured her about the myth linking vaccines and fits and were clear there’s no evidence. Good job here.
Management	Highlight the importance of yearly vaccination: Due to changes in circulating flu virus strains	4:42–5:01	Yes	You explained that the virus changes each year and the vaccine is updated. Well explained.
Management	Emphasize the non-compulsory but highly recommended nature of the flu vaccine for children aged 2–17	7:00–7:18	Yes	You made it clear it’s not mandatory but highly advised. You phrased this appropriately.
Management	Reassure regarding safety: Especially in the context of previous vaccinations and lack of risk factors	2:07, 6:01	Yes	You reassured based on the fact he had it before without issues and lacks risk factors.
Management	Offer a leaflet about the flu vaccine and the immunization schedule	6:42–6:51	Yes	You mentioned an NHS leaflet and offered it. This is a strong point in patient education.
Management	Provide safety netting advice: Watch for high fever, persistent cough, or prolonged symptoms; seek review if they occur	6:20–6:39	Yes	You gave clear safety netting on what to look for post-vaccine. Very helpful.
Management	Offer follow-up: Invite her to return or call the surgery if more questions or concerns arise	7:21–7:36	Yes	You clearly invited her to come back with any concerns. Nicely done.
Interpersonal Skills	Acknowledge Danielle’s concerns and validate her feelings and reassure her that many parents share similar concerns.	0:53–1:01	Yes	You reassured her gently that many parents have similar concerns. Good validation.
Interpersonal Skills	Use empathetic phrases like, 'I understand your worries,' and 'It’s normal to be concerned about vaccinations'	1:21, 5:53	Yes	You used phrases like “I understand,” and showed good empathy. It felt natural.
Interpersonal Skills	Summarize the discussion to ensure understanding	—	No	You did not summarize at the end. Summarizing helps ensure clarity and shows you care.
Interpersonal Skills	Use simple language and avoid medical jargon	Throughout	Yes	You explained terms like live virus clearly, without using jargon. Well done.
Interpersonal Skills	Encourage questions and provide clear, concise answers	5:16, 7:43	Yes	You allowed questions throughout and answered them clearly. Strong communication.
Interpersonal Skills	Show patience and understanding	Throughout	Yes	Your tone was calm, reassuring and patient. Very effective.
Interpersonal Skills	Maintain a calm and supportive tone to build rapport and ensure she feels heard and respected	Throughout	Yes	You maintained a warm, respectful tone throughout. Good rapport established.
Interpersonal Skills	Use empathetic statements: "I completely understand why you’d be concerned. It’s perfectly natural to want what’s best for your child."	Partial (1:21)	Partial	You conveyed empathy, but you didn’t use a full expression like the one described here. Try to say something more tailored and affirming next time.

	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
4	3	4