Cases, discussion &amp; exam tips.

paediatrics

Paediatric clinical case: always examine gait first

My unprepared clubfoot case went poorly until I demonstrated the full gait assessment before touching the foot. The examiners explicitly praised the systematic approach. From then on I began every paediatric case with observation and gait, even if the referral mentioned only a hand or spine issue.

FRACS operative surgery viva: drawing the approach

They asked me to draw the posterior approach to the humerus on the whiteboard. I had practised this on paper but the pressure made my lines shaky. I now rehearse drawing all common approaches life-size on a whiteboard at least three times before the exam so the motor memory is automatic.

EBOT oral: handling being corrected mid-answer

I started describing the wrong classification for a pelvic fracture and the examiner gently redirected me. Instead of freezing, I acknowledged the correction and immediately restated the correct classification with the modification. They later commented that graceful correction handling was a marker they looked for in borderline candidates.

basic sciencetumours

Mock viva failure on basic science: the histology trap

I was shown a slide of giant cell tumour and launched into management without describing the histology. The examiners stopped me and asked what I saw. I now force myself to spend the first 30 seconds describing the microscopic features aloud even when the question seems purely clinical.

foot ankletrauma

ABOS case log review: the complication I had to defend

One of my logged ankle fractures developed wound breakdown. The examiners spent five minutes on my post-operative protocol and antibiotic choice. Having the actual operation note, culture results and follow-up photos ready allowed me to defend the decision logically rather than appearing defensive.

Weekly case conference with evidence update

Every Friday I review one interesting case from the week with two colleagues, each presenting the current guideline recommendation and one recent paper that might change practice. We limit discussion to 15 minutes per case and store the references in a shared folder. This keeps knowledge current without overwhelming reading lists.

Drawing surgical approaches from memory on alternate days

I alternate between drawing the surgical approach and the relevant cross-sectional anatomy for one procedure each day. I check against an atlas immediately after and correct errors in red. The physical act of drawing plus immediate feedback has improved my operative viva performance more than reading alone.

Building a personal differential tree for each common presentation

For every frequent referral (e.g., painful total hip, foot drop, paediatric limp) I maintain a one-page decision tree on a single A4 sheet. I update it whenever new evidence appears and review the whole set the week before the exam. This prevents the blank-mind moment when an examiner changes the stem slightly.

Recording and transcribing 10-minute viva answers

I record myself answering a full viva question then transcribe it verbatim. Reading the transcript reveals filler phrases and logical gaps I never notice while speaking. I re-record the same question after editing the transcript until the answer is under eight minutes and contains no repetition.

Monthly guideline comparison table

I maintain a living table comparing BOA, AAOS, and NICE guidelines on the same topic side-by-side. Differences in recommendation strength are highlighted. Reviewing this table every month has helped me answer the common exam question of "what does the evidence/guideline say in your country?" with precision.

Anatomy revision using both prosection and MRI correlation

For each joint or region I spend one session with a prosection and the next with the corresponding MRI slices of the same specimen. Labelling structures on both modalities in the same sitting improved my ability to interpret cross-sectional imaging in the clinical exam more than either method alone.

Peer teaching on controversial topics only

Instead of teaching standard topics, I prepare 10-minute micro-teaches on areas where evidence is conflicting (e.g., partial rotator cuff repair versus debridement). Teaching forces me to articulate both sides clearly and identify the exact point of equipoise, which directly translates to viva performance.