Course Content
OSCE Station 1 — Sore Throat: Focused History, Examination and Initial Management
KMU clinical activities: History Taking • Examination of Sore Throat Patient • Conservative Management of Sore Throat Learning Objectives The student should be able to: • Obtain a focused history from a patient presenting with sore throat. • Perform relevant general physical examination. • Perform systematic local examination of the throat. • Perform relevant systemic examination. • Identify important clinical findings in a patient with sore throat. • Discuss a conservative management plan for acute follicular tonsillitis.
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OSCE Station 2 — Oral Cavity, Oropharynx, Nasopharynx and Hypopharynx Examination
KMU clinical activities: Nasopharyngeal Examination • Oral Cavity and Oropharynx Examination • Hypopharyngeal Examination • Oral/Oropharyngeal Mass Palpation • Biopsy from Oral Ulcer Learning Objectives The student should be able to: • Examine the oral cavity systematically. • Examine the oropharynx systematically. • Perform mirror examination of the nasopharynx. • Perform indirect hypopharyngoscopy using a mirror. • Demonstrate the method of palpating a mass in the oral cavity or oropharynx. • Describe the basic steps involved in assisting with biopsy of a tongue/oral ulcer. • Identify important abnormal findings during examination of the upper aerodigestive tract.
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OSCE Station 3 — Tonsillectomy: Consent, Instruments and Theatre Skills
KMU clinical activities: Mouth Gag and Tonsillectomy Instruments • Tonsillar Surgery • Tonsillectomy Consent • Scrubbing Technique Learning Objectives The student should be able to: • Identify and assemble the mouth gag used for tonsillectomy. • Identify common tonsillectomy instruments. • State the use of each instrument. • Recognize the important procedural steps of tonsillectomy. • Obtain appropriate pre-operative informed consent for tonsillectomy. • Explain the procedure, expected benefits and relevant patient information during consent. • Demonstrate correct surgical hand-scrubbing technique. • Use an appropriate scrubbing solution, sequence and duration.
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OSCE Station 4 — Dysphagia: Rigid Endoscopy System and Oesophagoscopy
KMU clinical activities: Rigid Endoscopy System • Oesophagoscopy Learning Objectives The student should be able to: • Identify the main instruments and equipment used in a rigid endoscopy system. • Describe the basic types and purposes of rigid endoscopy. • Identify a rigid oesophagoscope and associated equipment. • Describe the basic steps of rigid oesophagoscopy. • Explain its use in patients presenting with dysphagia or pharyngeal growth. • Recognize the important safety principles associated with rigid oesophagoscopy.
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OSCE Station 5 — Hoarseness and Stridor: Focused History and Clinical Examination
KMU clinical activities: History Taking • Examination in Hoarseness and Stridor • Examination of Neck Learning Objectives The student should be able to: • Obtain a focused history of hoarseness. • Obtain a focused history of stridor. • Perform relevant general physical examination. • Perform appropriate local ENT examination. • Perform relevant systemic examination. • Perform a systematic examination of the neck. • Identify clinical features that require further laryngeal assessment.
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OSCE Station 6 — Laryngeal Examination: Indirect, Video and Rigid Laryngoscopy
KMU clinical activities: Indirect Laryngoscopy • Investigations of Laryngeal Disease • Video Laryngoscopy • Rigid Laryngoscopy • Biopsy from Laryngeal Growth Learning Objectives The student should be able to: • Perform indirect mirror examination of the laryngopharynx. • Demonstrate correct patient and examiner positioning for indirect laryngoscopy. • Identify important structures seen during laryngeal examination. • Select appropriate investigations for laryngeal disease. • Complete or explain an appropriate investigation requisition. • Recognize the role of video laryngoscopy in a patient with hoarseness. • Identify important findings on a laryngoscopic image or video. • Identify the instruments used in rigid laryngoscopy under general anaesthesia. • Describe the basic procedure of rigid laryngoscopy. • Describe the basic steps involved in obtaining a biopsy from a laryngeal growth.
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OSCE Station 7 — Voice Disorders and Laryngeal Patient Counselling
KMU clinical activities: Conservative Management of Hoarseness • Voice-Rest Counselling • Bilateral Abductor Vocal-Cord Paralysis Counselling • Laryngectomy Consent Learning Objectives The student should be able to: • Discuss conservative management of hoarseness due to voice abuse. • Counsel a patient regarding appropriate voice rest. • Explain practical measures for reducing further vocal strain. • Counsel a patient with bilateral abductor vocal-cord paralysis following thyroidectomy. • Discuss the relevant management principles for bilateral vocal-cord paralysis. • Communicate clearly and empathetically with a patient facing major laryngeal treatment. • Obtain appropriate informed consent for total laryngectomy.
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OSCE Station 8 — Tracheostomy and Emergency Airway Procedure
KMU clinical activity: Tracheostomy Learning Objectives The student should be able to: • Identify the important anatomical landmarks relevant to tracheostomy. • Identify essential instruments and equipment used for tracheostomy. • Demonstrate or describe the sequence of the tracheostomy procedure. • Explain appropriate positioning of the patient. • Describe the principle of establishing a surgical airway. • Recognize important immediate precautions during and after tracheostomy.
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OSCE Station 9 — Ear Examination: History, Otoscopy and Examination Under Microscope
KMU clinical activities: Ear History Taking • Local Examination • Otoscopy • Examination Under Microscope Learning Objectives The student should be able to: • Obtain a focused history from a patient with ear discharge, deafness or dizziness. • Perform systematic local examination of the ear. • Demonstrate correct handling of an otoscope. • Perform an otoscopic examination safely. • Identify the external auditory canal and tympanic membrane. • Recognize common abnormal otoscopic findings. • Explain the basic role of examination under microscope (EUM). • Describe how the student may assist during EUM.
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OSCE Station 10 — Hearing and Balance Assessment: Tuning Forks, Vestibular Tests and Audiology
KMU clinical activities: Tuning-Fork Tests • Balance Testing • Ear Investigations • Audiogram and Impedance Interpretation Learning Objectives The student should be able to: • Perform appropriate tuning-fork tests. • Demonstrate the correct technique of the Rinne test. • Demonstrate the correct technique of the Weber test. • Interpret common tuning-fork test patterns. • Perform appropriate clinical tests of balance. • Differentiate clinical findings suggesting peripheral versus central balance dysfunction. • Select appropriate investigations for common ear diseases. • Complete an appropriate investigation requisition. • Interpret a basic pure-tone audiogram. • Interpret basic impedance/tympanometry findings.
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OSCE Station 11 — Nasal Obstruction: History, Nose and PNS Examination and Adenoid Assessment
KMU clinical activities: History Taking • Local Examination • Nasal Patency and Adenoid Facies Learning Objectives The student should be able to: • Obtain a focused history from a patient with nasal obstruction. • Perform systematic external examination of the nose. • Perform relevant clinical examination of the paranasal sinus region. • Assess nasal patency. • Compare airflow through both nasal cavities. • Recognize clinical features of adenoid facies. • Examine nasal patency in a patient with suspected enlarged adenoids.
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OSCE Station 12 — Rhinoscopy and Nasal Procedures: Probe Test, Nasendoscopy and Nasal Swab
KMU clinical activities: Anterior Rhinoscopy • Posterior Rhinoscopy • Probe Test • Nasendoscopy • Pus Culture/Sensitivity Learning Objectives The student should be able to: • Perform anterior rhinoscopy systematically. • Demonstrate the technique of posterior rhinoscopy using a mirror. • Identify important structures visualized during rhinoscopy. • Perform or describe the probe test. • Explain the basic principles of nasendoscopy. • Describe how to assist during nasendoscopy. • Demonstrate the correct method of obtaining a nasal swab. • Explain appropriate specimen handling for culture and sensitivity.
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OSCE Station 13 — Nose and Paranasal Sinus Imaging and Investigations
KMU clinical activities: X-Ray Nasopharynx/PNS • CT Nose and Nasopharynx • Investigation Requisition Learning Objectives The student should be able to: • Interpret a basic X-ray of the nasopharynx/PNS. • Identify an enlarged soft-tissue shadow associated with enlarged adenoids. • Approach a CT scan of the nose and nasopharynx systematically. • Recognize CT findings associated with juvenile nasopharyngeal angiofibroma. • Identify and explain the bowing sign. • Select appropriate investigations for diseases of the nose and paranasal sinuses. • Complete an appropriate investigation requisition form.
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OSCE Station 14 — Adenoid and Nasopharyngeal Procedures
KMU clinical activities: Adenoid Surgery • Nasopharyngeal Biopsy Learning Objectives The student should be able to: • Identify the basic setup used for adenoid surgery. • Describe the major procedural steps of adenoidectomy as observed in theatre. • Identify important instruments used during adenoid surgery. • Describe the basic principles of obtaining a nasopharyngeal biopsy. • Identify the purpose of nasopharyngeal biopsy. • Recognize key safety considerations during procedures involving the nasopharynx.
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OSCE Station 15 — Neck Examination: Lymph Nodes, Neck Lump, Thyroid and Parotid
KMU clinical activities: Examination of Neck • Examination of Neck Nodes • Neck Lump Examination • Thyroid Examination • Parotid Examination Learning Objectives The student should be able to: • Perform a systematic examination of the neck. • Examine the major groups of cervical lymph nodes. • Describe the location of the major cervical nodal groups. • Perform systematic examination of a neck lump. • Assess the site, size, surface, consistency, mobility and associated features of a neck swelling. • Perform examination of the thyroid gland. • Assess thyroid enlargement anatomically. • Perform relevant functional assessment of the thyroid as required by the station. • Perform systematic examination of a parotid swelling. • Identify clinical features that help characterize a salivary-gland swelling.
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OSCE Station 16 — Pharyngeal and Peritonsillar Abscess: Drainage and Instruments
KMU clinical activities: Surgery on Pharyngeal Abscess • Pharyngeal Abscess Surgery-Related Instruments Learning Objectives The student should be able to: • Recognize the basic principles of surgical management of a pharyngeal abscess. • Describe the technique of drainage of a peritonsillar abscess. • Identify important instruments used for drainage of a pharyngeal or peritonsillar abscess. • State the use of each relevant instrument. • Describe appropriate patient positioning and preparation for drainage. • Recognize important precautions associated with abscess drainage in the upper airway.
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AIM OSPE/OSCE Lab — ENT Module | 4th Year MBBS
AIM OSCE / OSPE • MBBS

Station 10 — Hearing and Balance Assessment: Tuning Forks, Vestibular Tests and Audiology

4th Year • Rapid Revision • Practical Skills • Viva

🎯 Candidate Task

Demonstrate appropriate tuning-fork and bedside balance tests on the patient. Interpret the supplied audiogram and tympanometry findings, distinguish peripheral from central balance dysfunction where appropriate, and state the relevant investigation request.

⚡ Model Station Answer

Hearing: I would perform Rinne testing on both ears and Weber testing in the midline using a 512-Hz tuning fork.

Interpretation: Rinne is normally positive with air conduction better than bone conduction. Weber is central normally; it lateralizes to the affected ear in conductive loss and to the better ear in sensorineural loss.

Balance: I would assess stance and gait and perform an appropriate vestibular bedside test. Peripheral dysfunction usually produces a vestibular pattern without focal neurological signs, whereas central dysfunction may produce atypical nystagmus, marked gait or limb ataxia, or other neurological abnormalities.

Audiology: An air–bone gap suggests conductive loss; similar reduction of air and bone thresholds suggests sensorineural loss. Tympanometry should be interpreted from the tracing and middle-ear pressure/compliance pattern.

Investigations: I would request the investigation relevant to the suspected ear disorder and document patient details, side, clinical indication, relevant findings and authentication clearly.

🔎 How to Perform / Approach

  1. Step 1 — Prepare the patient.
    Introduce yourself, confirm identity, explain the assessment, obtain consent and position the patient comfortably.
  2. Step 2 — Perform the Rinne test.
    Vibrate a 512-Hz tuning fork, place its base firmly on the mastoid process to assess bone conduction, then hold the vibrating tines just outside the external auditory meatus to assess air conduction. Compare both ears.
  3. Step 3 — Perform the Weber test.
    Place the base of the vibrating tuning fork on the midline of the forehead and ask whether the sound is heard centrally or louder in either ear. Interpret Weber together with Rinne.
  4. Step 4 — Assess balance.
    Observe standing posture and gait and perform an appropriate test such as Romberg or tandem gait. Where clinically indicated, assess vestibular signs such as nystagmus and other bedside vestibular findings.
  5. Step 5 — Look for peripheral versus central features.
    Peripheral dysfunction commonly produces a vestibular pattern such as vertigo with predominantly horizontal or rotational nystagmus. Vertical or direction-changing nystagmus, severe gait or limb ataxia, or additional focal neurological signs should raise concern for a central cause.
  6. Step 6 — Interpret the audiology.
    On pure-tone audiometry compare air- and bone-conduction thresholds: an air–bone gap supports conductive loss; comparable reduction of both supports sensorineural loss; reduction of both with an additional air–bone gap suggests mixed loss. Interpret tympanometry by assessing the configuration, peak pressure and compliance.
  7. Step 7 — Select and request the investigation.
    Choose the investigation according to the clinical problem, such as pure-tone audiometry, tympanometry or appropriate imaging when indicated. On the requisition include correct patient identifiers, affected side, clinical indication, relevant examination findings, requested test, date and authentication.

🖼️ Visual Learning

VISUAL 1

Rinne, Weber and Bedside Balance Testing

VISUAL 2

Pure-Tone Audiogram and Tympanometry Interpretation

🎥 Practical Demonstration

Rinne & Weber Test — OSCE Demonstration

A concise practical demonstration of gross hearing assessment, Weber testing and Rinne testing from Geeky Medics.

Watch the verified practical demonstration

📝 Important Viva Questions

1. What tuning-fork frequency is commonly used for Rinne and Weber tests?

Answer: A 512-Hz tuning fork is commonly used because it provides a useful balance between sound duration and minimal tactile vibration.

2. How do Rinne and Weber findings differ in unilateral conductive and sensorineural hearing loss?

Answer: Conductive loss typically gives a negative Rinne on the affected side and Weber lateralization toward that ear. Sensorineural loss usually has a positive Rinne with Weber lateralization toward the better ear.

3. Which findings during balance assessment suggest a central rather than peripheral disorder?

Answer: Vertical or direction-changing nystagmus, marked gait or limb ataxia and accompanying focal neurological signs are important central features.

4. What is an air–bone gap on pure-tone audiometry?

Answer: It is a significant difference between poorer air-conduction and better bone-conduction thresholds and supports a conductive component to hearing loss.

5. What do Type A, Type B and Type C tympanograms broadly indicate?

Answer: Type A represents a normal middle-ear pressure/compliance pattern, Type B is a flat tracing commonly associated with middle-ear effusion, and Type C demonstrates abnormally negative middle-ear pressure.

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