Course Content
OSCE Station 1 — Identification of Intestinal Helminth Ova: Ascaris, Enterobius and Ankylostoma
KMU clinical activity: Ascaris lumbricoides, Enterobius vermicularis and Ankylostoma duodenale — identification of morphological and staining characteristics of ova. Learning Objectives The student should be able to: Identify the important morphological and staining characteristics of Ascaris lumbricoides ova. Identify the important morphological and staining characteristics of Enterobius vermicularis ova. Identify the important morphological and staining characteristics of Ankylostoma duodenale ova. Differentiate the three ova when presented as specimens or images at the station.
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Topic: OSCE Station 1 — Identification of Intestinal Helminth Ova: Ascaris, Enterobius and Ankylostoma
OSCE Station 2 — Liver Function Tests: Interpretation in Clinical Scenarios
KMU clinical activity: Liver Function Tests. Learning Objectives The student should be able to: Interpret normal liver function test results. Identify abnormal liver function test results. Interpret abnormal liver function tests in the context of different clinical scenarios. Integrate the principal liver function test findings presented at the station.
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Topic: OSCE Station 2 — Liver Function Tests: Interpretation in Clinical Scenarios
OSCE Station 3 — Prescription Writing I: Peptic Ulcer Disease and Antiemetic Therapy
KMU clinical activity: Peptic ulcer disease; anti-emetics — prescription construction for Helicobacter-associated peptic ulcer disease and common clinical indications for antiemetic therapy. Learning Objectives The student should be able to: Construct a prescription for Helicobacter-associated peptic ulcer disease using triple therapy. Construct a prescription for Helicobacter-associated peptic ulcer disease using quadruple therapy. Construct an appropriate prescription for motion sickness. Construct an appropriate prescription for morning sickness. Construct an appropriate prescription for a post-operative patient requiring antiemetic therapy. Construct an appropriate prescription for cancer chemotherapy-induced vomiting.
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Topic: OSCE Station 3 — Prescription Writing I: Peptic Ulcer Disease and Antiemetic Therapy
OSCE Station 4 — Prescription Writing II: Amoebic Dysentery, Enteric Fever and Ascariasis
Learning Objectives The student should be able to: Construct a prescription for a patient suffering from amoebic dysentery. Construct a prescription for a patient suffering from enteric fever. Write a prescription for a patient suffering from ascariasis. Select and present the appropriate prescription according to the clinical scenario provided at the station.
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Topic: OSCE Station 4 — Prescription Writing II: Amoebic Dysentery, Enteric Fever and Ascariasis
OSCE Station 5 — Corrosive Poisons and Vitriolage
KMU clinical activity: Poisons/corrosives — identification of corrosives and case presentation of vitriolage. Learning Objectives The student should be able to: Identify corrosive substances/poisons presented at the station. Present a case of vitriolage in a structured manner. Relate the presented corrosive substance or scenario to the relevant forensic case.
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Topic: OSCE Station 5 — Corrosive Poisons and Vitriolage
OSCE Station 6 — Identification of Irritant, Metallic, Non-Metallic, Vegetable and Animal Poisons
KMU clinical activity: Irritants; metallic poisons; non-metallic poisons; vegetable poisons; animal poisons. Learning Objectives The student should be able to: Identify common irritant poisons. Identify common metallic poisons. Identify common non-metallic poisons. Identify common vegetable poisons. Identify common animal poisons. Differentiate the major poison categories when presented as specimens, models or spotters.
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Topic: OSCE Station 6 — Identification of Irritant, Metallic, Non-Metallic, Vegetable and Animal Poisons
OSCE Station 7 — Nutrition Models: Protein-Calorie Malnutrition, Food Plate, Food Pyramid, Fortification and Adulteration
KMU clinical activity: Protein-calorie malnutrition; My Food Plate/The Pyramid; food fortification and food adulteration. Learning Objectives The student should be able to: Identify a protein-calorie malnutrition model presented at the station. Differentiate between the clinical features of the two protein-calorie malnutrition models. Explain the public-health importance of protein-calorie malnutrition. Explain the concepts of food fortification and food adulteration. Identify the My Food Plate/Food Pyramid model. Describe the different components of the food plate/food pyramid model.
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Topic: OSCE Station 7 — Nutrition Models: Protein-Calorie Malnutrition, Food Plate, Food Pyramid, Fortification and Adulteration
OSCE Station 8 — Health Education: Identification and Formulation of a Health Message
KMU clinical activity: Health education — identification and formulation of a health-education message from a provided problem or scenario. Learning Objectives The student should be able to: Identify an appropriate health-education message for the problem or scenario provided. Formulate an appropriate health-education message for the problem or scenario provided. Present the message clearly and appropriately according to the scenario.
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Topic: OSCE Station 8 — Health Education: Identification and Formulation of a Health Message
OSCE Station 9 — Vector Identification and Control: Housefly/Arthropods and Aedes aegypti
KMU clinical activity: Housefly/arthropods and Aedes aegypti — model identification, associated disease and vector control. Learning Objectives The student should be able to: Identify a housefly/arthropod model presented at the station. Explain the disease associated with the vector and its control. Identify an Aedes aegypti model presented at the station. Explain the disease associated with this vector and its control. Differentiate the two vectors when presented as models or specimens.
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Topic: OSCE Station 9 — Vector Identification and Control: Housefly/Arthropods and Aedes aegypti
OSCE Station 10 — Autoclave and Instrument Sterilization
KMU clinical activity: Autoclave — model identification, items suitable for autoclaving and steps of instrument sterilization. Learning Objectives The student should be able to: Identify the autoclave model. Explain the types of items for which autoclaves are used. Explain the steps of instrument sterilization. Integrate the relevant sterilization steps when presented with an autoclave-based practical scenario.
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Topic: OSCE Station 10 — Autoclave and Instrument Sterilization
AIM OSPE/OSCE Lab — GIT & Hepatobiliary-II Module | 4th Year MBBS
AIM OSCE / OSPE • MBBS

Station 8 — Health Education: Identification and Formulation of a Health Message

4th Year • GIT / Hepatobiliary • Rapid Revision • Health Education • Viva

🎯 Candidate Task

Review the health problem or scenario provided. Identify the most appropriate health-education message and present it clearly to the individual or community described in the station.

⚡ Model Station Answer

Identification: I would first identify the main health problem and the specific behaviour or action that needs to change.

Message: I would formulate one clear, accurate and practical health message directly related to that problem.

Communication: I would use simple language, avoid unnecessary medical terminology and state exactly what the person should do.

Conclusion: The message should be brief, understandable, relevant and actionable for the intended audience.

🔎 How to Perform / Approach

  1. Step 1 — Identify the problem: Determine the main health issue presented in the scenario.
  2. Step 2 — Identify the audience: Decide whether the message is intended for an individual, family or community group.
  3. Step 3 — Decide the key action: Select the single most important behaviour, preventive measure or health action the audience should follow.
  4. Step 4 — Formulate the message: Convert the key action into one short, accurate and easy-to-understand statement.
  5. Step 5 — Keep it audience-appropriate: Use simple language and avoid technical jargon, unnecessary detail or frightening wording.
  6. Step 6 — Present clearly: State the message confidently and explain the required action briefly if needed.
  7. Step 7 — Check understanding: Confirm that the listener has understood the message correctly.
Exam tip: A good health message should tell the audience what to do in language they can understand and act upon.

🖼️ Visual Learning

VISUAL 1

Formulating an Effective Health-Education Message

 

📝 Important Viva Questions

1. What is the first step in formulating a health-education message?

Answer: First identify the specific health problem and the behaviour or action that needs to be addressed.

2. What are the main characteristics of a good health message?

Answer: It should be clear, brief, accurate, relevant to the audience and practical enough to act upon.

3. Why should medical jargon be avoided in health education?

Answer: Technical language may reduce understanding; the message should use words appropriate to the audience.

4. Why is identification of the target audience important?

Answer: The language, content and method of communication should be appropriate to the people receiving the message.

5. How can you check whether a health message has been understood?

Answer: Ask the listener to explain the main message or intended action back in their own words.

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