PLAB 2 teaching stations: a complete guide

In a teaching station you are asked to teach a student or junior a practical skill or a concept. The examiner is not testing your own knowledge so much as your ability to teach it: with structure, pitched to the learner, and with constructive feedback.

What these stations test

Setting a clear objective, structuring the teaching, involving the learner actively, and giving specific, supportive feedback — all while keeping it pitched at the right level.

A reliable teaching structure

1. Set the scene: find out the learner’s level and agree what they want to achieve.
2. Explain the concept or skill clearly, with a worked example or demonstration.
3. Let the learner try, or talk it through, while you observe.
4. Give specific, balanced feedback and correct safely.
5. Summarise the key points and check their confidence.

Teach, do not lecture

The biggest mistake is talking at the learner. Ask questions, get them doing or explaining, and check understanding throughout. Active involvement is what separates a strong teaching station from a monologue.

Give feedback that helps

Use a simple structure — start with what went well, then specific things to improve, agreed with the learner. For practical skills, always reinforce the safety steps (consent, asepsis, sharps).

Common pitfalls

• Pitching too high or too low without checking the learner’s level.
• Lecturing instead of involving them.
• Giving vague feedback (“that was good”) instead of specific points.
• Forgetting to set an objective at the start.

Practise teaching stations on ZWIP and review the feedback to check your structure, learner involvement and feedback quality.