PLAB 2 glossary
The terms, frameworks and abbreviations that come up in PLAB 2 preparation — explained plainly, with their relevance to the OSCE.
A
- Advance decisionA legally binding decision made by a person with capacity to refuse a specified treatment in the future should they lose capacity — for example a refusal of blood products.
- Aseptic Non-Touch TechniqueA standardised method for performing clinical procedures without contaminating key sites or parts, reducing infection risk. Often taught in practical-skill teaching stations.
C
- Calgary-Cambridge modelA widely taught framework for structuring a medical consultation — from initiating the session and gathering information through to explanation, planning and closing — while building the relationship throughout.
- Ceiling of careAn agreed limit on how aggressively a patient will be treated (for example, ward-based care but not ICU), based on their wishes and likely benefit. Common in relatives and ethics stations.
- Chunking and checkingGiving information in small pieces and checking understanding after each — a core technique for explanation and breaking-bad-news stations that prevents overwhelming the patient.
- Clinical Management domainOne of the three PLAB 2 marking domains, covering a safe, appropriate and patient-centred management plan with clear reasoning, prioritisation, escalation and safety-netting.
- Clinical reasoningThe thinking process of gathering and interpreting information to reach a working diagnosis and safe plan. Examiners reward visible, logical reasoning over rote checklists.
- ConfidentialityThe duty to protect patient information, disclosing it only with consent or where required or justified in the public interest. Balancing confidentiality against public safety is a recurring ethics theme.
- CuesVerbal and non-verbal signals — a worried tone, a pause, body language — that hint at a patient’s concerns or emotions. Picking up and responding to cues scores interpersonal marks.
D
- DNACPRA decision that cardiopulmonary resuscitation should not be attempted. Importantly, a DNACPR decision does not mean other treatment or care is withdrawn.
- Data Gathering domainOne of the three PLAB 2 marking domains, covering data gathering, technical and assessment skills — gathering the right information safely and efficiently to reach a sensible differential.
- Differential diagnosisThe prioritised list of conditions that could explain a patient’s presentation. Examiners reward a sensible, focused differential over a long, undifferentiated list.
- Duty of candourThe professional and statutory duty to be open and honest with patients when something goes wrong — explaining what happened, apologising, and putting it right. Central to complaint and error stations.
G
- GMCThe General Medical Council — the UK regulator that runs the PLAB test, maintains the medical register, and grants registration with a licence to practise.
- Gillick competenceThe principle that a child under 16 may consent to their own treatment if they have sufficient understanding and maturity to fully appreciate what is involved.
- Golden minuteThe opening minute of a consultation in which you let the patient speak with minimal interruption — it builds rapport and often yields most of the relevant history.
I
- IMGAn international medical graduate — a doctor who qualified outside the UK. Most IMGs take the PLAB route towards GMC registration.
- Ideas, Concerns and Expectations (ICE)A consultation habit of exploring what the patient thinks is going on (ideas), what they are worried about (concerns), and what they hope you will do (expectations). It is a high-yield source of interpersonal marks in PLAB 2.
- Informed consentAgreement to a treatment or procedure by a person with capacity who has been given, and understood, sufficient information about benefits, risks and alternatives, given voluntarily and free of coercion.
- Interpersonal Skills domainOne of the three PLAB 2 marking domains, covering rapport, empathy, jargon-free language, shared decision-making and exploring the patient’s ideas, concerns and expectations.
M
- Mental Capacity ActThe law governing decisions for people who may lack capacity in England and Wales — presuming capacity, supporting decision-making, and requiring best-interests decisions when capacity is absent.
- Mental capacityA patient’s ability to understand, retain, weigh and communicate a decision. Assessing capacity correctly is central to consent and many ethics stations.
- Multidisciplinary teamThe group of professionals — doctors, nurses, therapists, social workers and others — who jointly plan a patient’s care. Referencing the MDT shows safe, collaborative management.
N
- NEWS2A standardised score based on vital signs used to detect and grade acute illness and trigger escalation. A rising NEWS2 is the trigger in many deterioration and escalation stations.
- NICEThe body that produces evidence-based guidance for clinical practice in England, including the Clinical Knowledge Summaries (CKS) often referenced for safe management.
- Negotiation in the consultationWorking with a patient to reach a mutually acceptable plan when views differ — exploring their position, sharing yours, and finding common ground without coercion.
O
- OETThe Occupational English Test — a healthcare-specific English language exam the GMC accepts (alongside IELTS) as evidence of English for registration.
- OSCEAn Objective Structured Clinical Examination — a practical exam in which candidates rotate through timed stations assessing specific clinical and communication skills. PLAB 2 is an OSCE.
P
- PALSAn NHS service that provides information and helps resolve patient concerns and complaints informally. Signposting to PALS is appropriate in complaint stations.
- PLABThe GMC’s two-part assessment (PLAB 1, a written exam, and PLAB 2, a clinical OSCE) that most international medical graduates take on the route to UK registration.
R
- Raising concerns (whistleblowing)The professional duty to speak up about risks to patient safety or colleague conduct, through appropriate channels and prioritising patients over hierarchy.
- RapportA trusting, comfortable relationship with the patient built through warmth, active listening and empathy. Strong rapport underpins the Interpersonal Skills domain.
- Red flagsSymptoms or signs that point to a serious or dangerous cause and prompt urgent action. Actively screening for relevant red flags is what makes a PLAB 2 history safe.
S
- SBARA structured communication tool for handover and escalation — Situation, Background, Assessment, Recommendation — that keeps colleague-communication stations focused and safe.
- SOCRATESA mnemonic for assessing any pain — Site, Onset, Character, Radiation, Associated symptoms, Timing, Exacerbating/relieving factors, Severity. A reliable structure for history-taking stations.
- SPIKES protocolA six-step framework for breaking bad news — Setting, Perception, Invitation, Knowledge, Emotions, Strategy — that helps deliver difficult information clearly while staying patient-centred.
- SafeguardingProtecting children and vulnerable adults from harm, abuse or neglect. Recognising and acting on safeguarding concerns is tested in ethics, paediatric and confidentiality stations.
- Safety-nettingGiving the patient a clear plan for the future — what to expect, which warning signs should prompt action, and exactly what to do and where to go if they occur. A frequent source of Clinical Management marks in PLAB 2.
- Shared decision-makingMaking decisions with the patient rather than for them — combining clinical evidence with the patient’s values and preferences. A hallmark of strong interpersonal performance.
- SignpostingBriefly telling the patient what you are going to do next during a consultation (“I’d like to ask a few questions about your past health”). It makes the consultation feel organised and is easy interpersonal credit.
- Simulated patientA trained actor who plays the patient, relative or colleague in an OSCE station to a consistent brief, allowing standardised assessment of your consultation skills.
- SummarisingBriefly reflecting back what the patient has told you to confirm accuracy, demonstrate listening, and show the examiner your reasoning. A quick win across domains.