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OET Reading practice test

Answer 42 questions on screen or on paper. For a timed attempt, allow 15 minutes for Part A and a further 45 minutes for Parts B and C together. Open the answer reviews when you finish.

Part A · 15 minutes · 20 questions

24-hour urine collection

Use texts A–D to answer questions 1–20.

Reference texts A–D

Text A · Choosing a collection kit

Clinical biochemistry supplies bottles matched to the substance being measured. A spot sample measures its concentration at one moment. A timed collection allows the laboratory to calculate the total amount excreted over a whole day. The request form must name the investigation so the correct kit can be issued.

  • Plain bottle — supplied empty. Use this only for the investigation on the accompanying form.
  • Preservative bottle — contains liquid before collection starts. Leave the preservative in the bottle. A clean, dry plastic jug is supplied for passing urine before transferring it to the bottle.
  • If the patient usually passes more than five litres in a day, request a second bottle of the same type before starting. A household container is unsuitable.

Some investigations require a change in diet or medication beforehand. Ask the requesting clinician about any restrictions before altering the patient’s usual routine.

Text B · Patient instruction card

StageWhat to do
First morningOn waking, empty your bladder into the toilet. Enter the date and time on the label as the start of collection.
Day and nightFrom then on, collect every void, including urine passed during the night. If you need to open your bowels, pass urine into the jug first. Close the bottle after each addition.
Next morningEmpty your bladder into the jug at the same time you started yesterday. Add this final void to the bottle and record the finish time.

Example: A patient empties their bladder at 07:15 on Tuesday and passes urine again at 09:05. The collection finishes at 07:15 on Wednesday, even if the patient has already used the jug at 06:30. Keep the closed bottle cool and protected from light throughout.

Text C · Troubleshooting during collection

Urine missed or spilt
A volume entered from memory cannot replace the missing specimen. Contact the laboratory for a replacement kit and repeat the collection. Do not extend the finishing time to compensate.
Bottle nearly full
Use a second laboratory bottle of the same type if one has been supplied. If none is available, telephone the laboratory for advice before the first bottle is full.
Start time uncertain
If the patient recorded the time elsewhere, transfer that entry to the label. If the time cannot be established, contact the laboratory before continuing.
Preservative discarded before use
Put the affected bottle aside and obtain a replacement. Do not add water to recreate the original volume.

Text D · Specimen reception procedure

At the collection desk, compare the identifiers on every bottle with the request form. Check for the start and finish dates and times. Where two bottles cover a single collection, give each the same collection period and mark the labels ‘1 of 2’ and ‘2 of 2’. Book them under one accession number. Separate collections on consecutive days require separate accession numbers.

Keep paperwork in the outer pocket of the transport bag. If a bag arrives wet, place it in the designated tray for inspection. A laboratory scientist must determine whether urine has escaped. Record confirmed loss as ‘leak in transit’ and notify the requesting team that a repeat collection is required. Condensation on an intact bottle is recorded separately.

Part A questions

1–7 · Match each question to text A, B, C or D. You may use a text more than once.

1. Which text explains why the laboratory asks for the name of the investigation?
2. Which text distinguishes two reasons for moisture inside a transport bag?
3. Which text shows how to set the finish time when the patient has passed urine shortly beforehand?
4. Which text explains how to deal with an uncertain start time?
5. Which text explains why a single untimed specimen cannot give the same information?
6. Which text explains how completed bottles are grouped in the laboratory record?
7. Which text deals with an attempt to make up for a lost specimen by collecting for longer?

8–14 · Answer with a word, number or short phrase from the texts.

15–20 · Complete each sentence with a word, number or short phrase from the texts.

Review Part A answers and evidence

Award one mark per answer. For 8–20, compare your wording with the key and the passage. Include any unit or qualifier the question requires.

  1. A. Text A links the requested analysis to the type of kit issued. Text D checks identity when bottles arrive.
  2. D. Text D distinguishes escaped urine from condensation on an intact bottle.
  3. B. The worked times in Text B show why the 06:30 void does not bring the collection to an end.
  4. C. Text C distinguishes a time recorded elsewhere from one that cannot be established.
  5. A. Text A contrasts the concentration at one moment with the amount excreted over a day.
  6. D. Text D gives one accession number to a collection that occupies two bottles.
  7. C. In Text C, extending the finishing time cannot repair a gap. The collection must be repeated.
  8. preservative. Text A distinguishes the protective liquid from urine added later. Accept ‘the preservative’.
  9. 07:15. Text B uses Tuesday’s initial bladder emptying as the reference. Accept ‘7:15 am’ or ‘07:15 on Wednesday’.
  10. requesting clinician. Text A names the clinician who requested the test. Accept ‘the requesting clinician’.
  11. replacement kit. Text C specifies a fresh kit for a repeat collection. Accept ‘a replacement kit’.
  12. outer pocket. Text D assigns the outer pocket to paperwork. The designated tray is for inspecting a wet bag.
  13. laboratory scientist. Text D assigns this decision to the laboratory scientist. The requesting team receives the notification.
  14. five litres. Text A says ‘more than five litres’. The question asks for the threshold. Accept ‘5 litres’ or ‘5 L’.
  15. jug. Text B gives the order of the two actions. The bottle holds the combined collection afterwards.
  16. light. Text B gives two storage conditions. Only ‘light’ completes the second one.
  17. accession number. Text D distinguishes a single collection in two bottles from collections on separate days.
  18. water. Text C calls for a replacement bottle. Water does not restore its contents.
  19. designated tray. Text D gives the interim location before the cause of the moisture is known.
  20. leak in transit. Text D supplies this exact record entry. Condensation is logged separately.

Part B · 6 questions

Workplace reading

Allow 45 minutes for Parts B and C together. For each extract, choose A, B or C.

Email from the transfusion laboratory

Two recent reviews concerned patients who wore the correct wristband throughout their admission. In each case, the blood tube carried details belonging to the person in the next bed. The patients had been identified correctly, but both sets of labels had been printed together and placed on the same trolley. With immediate effect, take only the current patient’s materials to the bedside. Complete identification, collection and labelling there before preparing anything for the next patient. A second member of staff may help when a patient cannot state their details. Their presence does not remove the need to keep the two patients’ materials apart. The laboratory’s specimen acceptance criteria remain in force.

1. What is the laboratory principally trying to prevent?

Extract from a portable monitor manual

The transport dock holds the monitor upright and supplies external power. The battery symbol confirms the monitor’s current power source. It does not indicate whether the monitor is secured to the dock. After placing the unit on the dock, listen for the latch and pull gently upwards on the carrying handle. The unit should remain in place. A monitor that lifts free must be reseated and checked again, even if the external power symbol is showing. The release lever is used only when removing the unit. Pressing it while performing the upward check will disengage a correctly fitted latch and give a misleading result.

2. How should staff establish that the monitor is secure?

Procedure for recording pressure damage on transfer

When skin damage is identified on arrival, describe what is visible and record when you first observed it. Include any account given by the patient or transferring team, identifying the source of that information. A mark seen at the receiving ward’s first inspection may have been present earlier, but the inspection time alone cannot establish when it developed. If the transfer record contains no skin assessment, enter ‘previous condition undocumented’ in the transfer field. Do not fill that field retrospectively from the appearance of the wound. This entry does not delay assessment or care. Send a request for any earlier documentation through the usual transfer liaison route.

3. What does the procedure require when the earlier skin assessment is missing?

Community rehabilitation team handover

From Monday the equipment service will issue a delivery date when a walking aid leaves the store. The date is visible to both the referring therapist and the visiting team. It is an estimate, and equipment may be left with an authorised person at the address. Therapists should therefore continue to record the first observed use of the aid in the rehabilitation notes. A delivery entry can close the transport request. It cannot close a goal that requires the patient to demonstrate safe use in the home. If a patient reports difficulty before the planned visit, pass the report to the treating therapist for review.

4. Which distinction does the handover ask staff to make?

Theatre list briefing note

During the pilot, the list coordinator will enter the expected duration supplied by the operating team for each case. The default figures in the scheduling system remain available when the list is first drafted. They are there to help the coordinator reserve provisional time and must be replaced at the briefing if the operating team gives a different estimate. The change concerns the time allocated to the case. The coordinator should continue to consult the clinical team about changes in running order. At the end of the pilot we will compare estimates with actual theatre times. Until then, a difference between the two is recorded for review and does not by itself require a list change.

5. At the briefing, the computer and the operating team give different estimates. What should the coordinator do?

Audiology clinic follow-up policy

A hearing aid sent for repair may return with its original settings or with factory settings following replacement of the internal unit. On receipt, check the repair report before offering the patient a collection appointment. If the original settings are confirmed and no new difficulty has been reported, the aid can be collected from reception under the standard return procedure. Where the report leaves the settings unclear, reserve a clinician appointment so that the fitting can be verified. An intact case and the patient’s name on the label confirm that the aid has been identified. Neither establishes what was done to its internal settings.

6. Which detail in a repair report calls for a clinician appointment?
Review Part B answers and evidence

One mark per correct choice.

  1. B. A correctly identified patient’s sample being given another patient’s details. The errors arose after identification, when two sets of labels shared a trolley. The email still allows a colleague to help and retains the existing acceptance criteria.
  2. C. Check that the seated unit resists a gentle upward pull. Power and physical attachment have separate checks. The handle tests the latch. Operating the release at the same time defeats that test.
  3. A. Distinguish the finding on arrival from what can be established about the previous condition. Staff record what they see and explicitly mark the earlier condition as undocumented. A patient’s account is attributed separately. The field is completed even while earlier records are sought.
  4. C. The transport record and the rehabilitation record establish different things. The transport request can close after delivery. A goal requiring demonstrated use needs observation. A report of difficulty prompts review, and the store supplies the estimated date.
  5. B. Amend the provisional allocation using the operating team’s estimate. The default reserves provisional time. A different team estimate replaces it at briefing. The later review compares estimates with actual times, and changing the order is a separate decision.
  6. A. The repair report fails to establish which settings are in place. Unclear settings trigger verification. Identification alone cannot resolve that uncertainty. Confirmed original settings and no new difficulty permit routine collection.

Part C · 16 questions

Healthcare articles

Read each article and choose A, B, C or D for each question.

Text 1 · Questions 7–14

The reading on the finger

1A patient arrives on a respiratory ward with a pulse oximeter clipped to her finger. While the nurse is still listening to her breathing, the screen has already produced a number. It is easy to see why that number travels so well. Someone can enter it on a chart, compare it with yesterday’s entry or repeat it over the telephone without the listener having seen the patient. The difficulty begins when a number that is easy to pass on is assumed to be equally easy to interpret. The patient’s effort in finishing a sentence does not fit as neatly into a box.

2A pulse oximeter estimates how much of the haemoglobin in arterial blood is carrying oxygen. It shines light through tissue and uses the changing signal with each pulse to make the estimate. Even a steady display is the end of a calculation. A poor signal, perhaps from a cold or moving finger, is one reason to doubt a figure. A more awkward possibility is that a device can settle on a plausible figure and still tend to read high under particular conditions. Warming a hand or repeating a measurement can address some problems. Agreement between two readings from the same instrument cannot establish that either agrees with the blood.

3In 2020, Michael Sjoding and colleagues used hospital records to ask a question that a table of average readings could easily conceal. Among people whose fingertip reading appeared to lie in a reassuring range, how often did a closely timed arterial blood sample tell a different story? They found such discrepancies more frequently in patients recorded as Black than in patients recorded as White. These were comparisons with a reference measurement for the same patient. Looking instead at whether one group had lower fingertip readings overall would have answered a different question, since the groups might also have differed in how ill they were.

4The records had a limitation that mattered for the next investigation. A racial category in a hospital record gives no direct measurement of the skin through which a device is taking its reading. People who share a category can have markedly different skin tones. Nor did the earlier comparison isolate the performance of any particular model under a common set of conditions. Its value was in making a pattern visible in ordinary care. To discover what happened as skin tone varied, researchers needed to measure it. Simply adding more records containing the same categories would have made the original comparison larger while leaving that gap open.

5The English EXAKT study took that step. Its investigators tested five fingertip models that had been used in home monitoring, but made their comparisons in intensive care, where arterial samples were available. A separate instrument measured skin tone. Across the five models, the estimated difference in displayed saturation between typical darker and lighter skin tones ranged from 0.6 to 1.5 percentage points at the same arterial saturation, with the higher reading for darker skin. That qualification about the arterial value matters. The comparison concerns what the instruments displayed when the underlying oxygenation was alike. It does not suggest that one group of patients had less need for oxygen.

6A difference of a single point can sound too small to deserve a meeting. Imagine, however, a service that reviews every reading on one side of a decision threshold. Two otherwise identical readings falling just either side of it will take different routes. A small shift can therefore matter greatly near that boundary while making little difference to a decision farther away. There is another temptation here: to subtract a fixed amount whenever a patient has a darker complexion. A group average cannot say whether a particular device is reading high in a particular patient, still less by precisely how much.

7There is a further wrinkle in the apparently straightforward label ‘home monitor’. In EXAKT the label describes where these models had been deployed, not the setting in which their performance was measured. The intensive care unit offered a reference sample that would rarely be available in a living room. That is a strength for a study of measurement. It also marks a limit. The researchers could compare device and blood readings closely, but they could not use those comparisons alone to tell us how often someone at home would call for advice, or what the person answering the call would hear.

8What, then, should a hospital ask before buying its next monitor? A figure summarising agreement for everyone is a start. More revealing questions concern who was studied and where the largest discrepancies occurred, especially around decisions the service expects staff to make. At the bedside, the patient who pauses halfway through a sentence still has something to contribute that the instrument cannot supply. Taking that observation seriously is entirely compatible with valuing pulse oximetry. Indeed, the best argument for examining the instrument so closely is how much we ask of it, from a quiet consultation to an urgent handover.

Questions 7–14

7. Why does the writer emphasise how easily a reading can be passed on?
8. What does the writer say about obtaining the same reading twice?
9. What was distinctive about the comparison made by Sjoding’s team?
10. In paragraph 4, what is the specific gap that measuring skin tone would address?
11. What does the writer emphasise about the numerical range reported in paragraph 5?
12. What reservation does the writer express about applying a fixed correction?
13. What is the ‘further wrinkle’ mentioned in paragraph 7?
14. Which view best captures the writer’s conclusion?
Review Text 1 answers and evidence

One mark per correct choice.

  1. C. To show how a practical advantage can give a figure more authority than it deserves. Paragraph 1 moves from the convenience of reporting a number to the assumption that interpretation is just as easy. It makes no claim that one handover medium is superior.
  2. A. It can leave a consistent measurement error undetected. Paragraph 2 distinguishes agreement with oneself from agreement with an independent reference. The passage gives a cold or moving finger as one possible problem, not the explanation for every discrepancy.
  3. D. It asked what apparently reassuring readings sometimes concealed in individual patients. Paragraph 3 starts with a fingertip range, then examines paired arterial samples for hidden low oxygenation. Comparing overall readings between groups is the alternative the writer sets aside.
  4. B. The inability to tell from recorded racial categories how pigmentation varied. The preceding sentences say that people in the same recorded category can have different skin tones. A larger sample using the same categories would leave that measurement missing.
  5. C. It compares displayed estimates while holding arterial saturation constant. The figures compare displayed values at the same arterial saturation. They are differences across the models for typical skin tones, not individual error limits.
  6. B. It would take a finding about groups as a precise estimate for an individual. Paragraph 6 distinguishes the consequence of crossing a threshold from the uncertainty about an individual’s error. A group mean cannot supply a personal correction.
  7. A. The practical reason for choosing the study setting also limits what its results can establish. The ICU provided a reference measurement but could not reproduce what patients and clinicians actually do at home. The devices had been used in home monitoring.
  8. D. Scrutiny of device performance and attention to the patient both strengthen the use of oximetry. Paragraph 8 calls for evidence around real clinical decisions and for attention to breathing. Neither is offered as a substitute for measuring oxygenation.

Text 2 · Questions 15–22

Who gets to turn the first page?

1On a follow-up visit after intensive care, a patient is offered a notebook. One entry describes the morning her daughter brought in a photograph. Another records the day she first sat out of bed. The dates are familiar to her family, who lived through them in sequence. For the patient, they belong to a fortnight she knows principally through a recurring dream about a railway station. A diary offers a way into that missing time. It is a considerable leap, however, from saying that it can answer a question about a lost fortnight to saying that it can prevent a psychiatric disorder.

2An intensive care diary usually has more than one author. A nurse can record why a procedure was necessary. A relative can describe the same afternoon by mentioning the radio programme that was playing. A medical chart could settle which procedure took place without explaining why a fragment of a song still troubles the patient. Conversely, a family account can bring a day to life while being decidedly vague about which day it was. The appeal of these entries lies partly in their different preoccupations. Editing them into a single seamless institutional voice might remove precisely the detail that makes the collection recognisable as one person’s story.

3An early European trial gave the practice a persuasive clinical argument. Christina Jones and colleagues arranged for one group of survivors to receive their diaries a month after leaving critical care. At three months, new cases of post-traumatic stress disorder were less frequent in that group than among controls: about five in a hundred compared with thirteen. For a unit deciding whether to devote scarce nursing time to a diary, the attraction of that finding is clear. Yet the calendar is a quiet participant in this result. The study concerned people who were available for enrolment a month into recovery and an intervention offered at that particular point.

4A later French trial examined diaries written by staff and families in 35 intensive care units. Of 657 patients randomised, 339 could be assessed three months after discharge from intensive care. About 30 per cent of assessed diary recipients, against 34 per cent of controls, crossed the study’s threshold for substantial post-traumatic stress symptoms. The difference did not reach statistical significance. The threshold was a score on a symptom questionnaire. It was possible for a patient to report troubling symptoms without a clinician having made a diagnosis. Describing this as a second count of newly diagnosed cases would make the two trials look more alike on paper than they were.

5It would be convenient to put the two studies to a vote and award the decision to the larger one. That shortcut overlooks who was still available to be counted. Random allocation makes the original groups comparable on average. It cannot guarantee that the people reached months later still represent everyone who entered. Missing follow-up might matter little, or it might matter a great deal if the likelihood of responding was linked to distress. The numbers alone cannot tell us which. Nor can uncertainty be recruited to either side as proof: it supplies neither a hidden benefit nor a guarantee that nobody was helped.

6Interviews with survivors open a different window. Some readers describe being able to ask a relative about an event that neither had previously found a way to mention. For others, reading can expose just how ill they were, at a point when they would prefer to be looking ahead. Set those accounts alongside an unchanged symptom score and there need be no contradiction. A conversation that is worth having can also be painful. Interviews illuminate what readers do with a diary and what opening it costs them. They do not establish how those same people would have fared if a diary had never been kept.

7Consider how a ward might judge its own service. Counting completed notebooks is simple, and a falling total could reasonably prompt a check on whether staff have time to write. Used as a measure of success, though, the count gives a completed book its full value before anyone has opened it. A patient who saves the notebook for a year and a patient who reads it with a nurse next week appear identical in the return. Adding a deadline for reading would solve that accounting problem only by handing the timetable to the service. The apparent improvement in the figures might come at the expense of the very choice the diary was meant to restore.

8A more defensible offer begins with a smaller promise. Explain who wrote the account, ask whether the patient would like to see it, and make room for a different answer at a later visit. A service interested in preventing post-traumatic stress should evaluate that claim with an outcome capable of testing it. A patient interested in finding out who brought the photograph has a different question, with an answer on a particular page. Both enquiries deserve to be taken seriously. Only one of them requires a trial, and neither gives the ward the right to decide when the cover should be opened.

Questions 15–22

15. What does the opening example lead the writer to question?
16. Why might editing all the entries into one voice be a disadvantage?
17. What is implied by calling the calendar ‘a quiet participant’ in the earlier result?
18. Which distinction is essential when interpreting the French trial alongside the earlier one?
19. What does ‘that shortcut’ in paragraph 5 refer to?
20. What contribution does the writer attribute to survivor interviews?
21. What is the writer’s objection to giving patients a deadline for reading?
22. In the final paragraph, why does the writer return to the photograph?
Review Text 2 answers and evidence

One mark per correct choice.

  1. B. Whether a diary’s ability to fill a memory gap establishes a therapeutic effect. Paragraph 1 distinguishes a practical use, recovering an account of events, from a clinical claim about preventing disorder. The accuracy of the family’s dates is not in dispute.
  2. D. It could lose details that make sense precisely because different people noticed them. Paragraph 2 contrasts clinical sequence with personally significant details such as music. Their different emphases make the account recognisable.
  3. A. The stage of recovery influenced who was studied and when the diary was offered. Paragraph 3 ends by identifying both selection at one month and delivery at that point. The phrase qualifies the scope of the finding.
  4. C. Crossing a symptom-score threshold differs from identifying a new case of a disorder. Paragraph 4 explains that a questionnaire threshold can be crossed without a clinical diagnosis. Treating both endpoints as counts of new diagnoses would obscure the difference.
  5. B. Treating the larger study as automatically settling the disagreement. The phrase points back to giving the decision to the larger study. Non-response is introduced afterwards as a reason to examine that reasoning.
  6. D. They reveal consequences of reading that a symptom scale can leave unrecorded. Paragraph 6 uses a difficult but valued conversation to illustrate an experience a score may miss. Interviews cannot establish the outcome without a diary.
  7. C. It could improve a service indicator by compromising the patient’s control. Paragraph 7 argues that a deadline makes the figures easier to interpret by transferring a personal decision to the ward. It does not give one explanation for delayed reading.
  8. A. It illustrates a meaningful question whose answer does not depend on demonstrating a treatment effect. The photograph brings the opening patient back into view. A particular entry can answer her question, whereas a preventive claim needs a suitable clinical study.

After the test

Short skills practice

Try each new extract, then compare your reasoning.

Read a reference table

A specimen transport schedule lists routine ward collections at 11:00 and 15:00. A separate row reads ‘Frozen material — telephone the laboratory to arrange collection; scheduled rounds unsuitable.’

A frozen specimen is ready at 10:55. Which words tell you whether the next round can take it?

Check your reasoning

‘Scheduled rounds unsuitable.’ The material type determines the route. The five minutes until the next collection are incidental.

Find the condition in a memo

‘The loan pump may be released once the servicing engineer has signed the return sheet. Reception staff may contact the ward to agree a provisional collection time while the sheet is outstanding.’

May reception arrange a time? May it hand over the pump straight away? Identify the words behind each answer.

Check your reasoning

Yes to arranging a time (‘provisional’). No to handover before signature (‘once the servicing engineer has signed’). The memo authorises two actions at different points.

Read the strength of a claim

‘Patients who chose evening rehabilitation sessions attended more regularly. We cannot tell from this comparison whether extending clinic hours would improve attendance among those who currently attend in the morning.’

Which explanation remains possible: evening hours caused better attendance, or the people choosing evenings already differed?

Check your reasoning

Both remain possible. ‘Chose’ tells you how the groups were formed. The second sentence limits the conclusion that can be drawn from the comparison.

Sources for this practice

Original practice by Jobins Training. The workplace documents and patient illustrations are fictional. Jobins Training is independent of OET. Practice marks do not predict an official score.

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