CCE-CE-114

CASE INFORMATION

Case ID: CCE-2025-008
Case Name: Thomas Green
Age: 34
Gender: Male
Indigenous Status: Non-Indigenous
Year: 2025
ICPC-2 Codes: R77 (Laryngitis/Tracheitis, Acute)

COMPETENCY OUTCOMES

Competency DomainCompetency Element
1. Communication and Consultation Skills1.1 Establishes rapport and engages empathetically
1.2 Uses appropriate questioning techniques to explore symptoms and concerns
1.5 Provides clear explanations about diagnosis and management
2. Clinical Information Gathering and Interpretation2.1 Takes a structured respiratory history
2.2 Identifies red flags requiring urgent intervention
3. Diagnosis, Decision-Making and Reasoning3.1 Differentiates between viral and bacterial causes
3.3 Recognises indications for further investigations or escalation
4. Clinical Management and Therapeutic Reasoning4.2 Develops a safe and evidence-based management plan
4.4 Balances conservative and pharmacological treatment approaches
5. Preventive and Population Health5.3 Provides education on voice care, infection prevention, and when to seek further care
6. Professionalism6.2 Manages patient expectations and ensures appropriate follow-up
7. General Practice Systems and Regulatory Requirements7.1 Ensures appropriate documentation and communication of treatment plans
9. Managing Uncertainty9.2 Recognises when specialist referral is required (e.g., ENT for persistent hoarseness)
10. Identifying and Managing the Patient with Significant Illness10.1 Identifies features of airway compromise requiring urgent intervention

CASE FEATURES

  • Middle-aged man presenting with hoarseness, sore throat, and cough.
  • Concerned about worsening symptoms affecting his job as a teacher.
  • Requires differentiation between viral, bacterial, and other causes (e.g., reflux, smoking-related issues).
  • Needs education on voice rest, symptomatic treatment, and when to seek urgent care.
  • Discussion on when ENT referral is necessary for persistent symptoms.

INSTRUCTIONS

You have 15 minutes to complete the tasks for this case.

You should treat this consultation as if it is face to face.

You are not required to perform a physical examination.

A patient record summary is provided for your information.

Perform the following tasks:

  1. Take an appropriate history.
  2. Outline the differential diagnosis and key investigations required.
  3. Address the patient’s concerns.
  4. Develop a safe and patient-centred management plan.

SCENARIO

Thomas Green, a 34-year-old high school teacher, presents with hoarseness, sore throat, and a dry cough for the past six days.

He reports that his symptoms started as a mild sore throat, but his voice has progressively worsened. He denies fever or difficulty breathing, but his throat feels irritated, especially when speaking for long periods.

His BP today is 122/78 mmHg, HR 78 bpm, and he appears well but frustrated.


PATIENT RECORD SUMMARY

Patient Details

Name: Thomas Green
Age: 34
Gender: Male
Indigenous Status: Non-Indigenous

Allergies and Adverse Reactions

  • Nil known

Medications

  • Occasionally takes ibuprofen for muscle aches

Past History

  • Mild asthma as a child, no recent exacerbations

Family History

  • No known history of respiratory or autoimmune diseases

Social History

  • Works as a high school teacher, requiring frequent speaking.

Smoking & Alcohol

  • Non-smoker.
  • Drinks 1-2 beers on weekends.

Vaccination & Preventative Activities

  • Annual flu vaccine up to date.
  • COVID-19 vaccines up to date.

ROLE PLAYER INSTRUCTIONS

Just like a consultation with a doctor, the candidate will ask you a series of questions.
The OPENING LINE is always to be said exactly as written. This is the only part of the script
which will be the same for all candidates. Where the candidate goes after the opening line is
up to them.

The remainder of the information is to be given based on the questions asked by the
candidate.

The information in the following script are core pieces of information. The core pieces of
information will not necessarily follow the order in the script but should be given when cued
by the candidate’s question.

GENERAL INFORMATION can be given relatively freely. After the opening line, most
candidates will ask an open question like “Can you tell me more about that?” You can provide
the GENERAL INFORMATION in response to that sort of question.

SPECIFIC INFORMATION should only be given when the candidate asks a relevant question.
Candidates don’t need to ask for all the information in the SPECIFIC INFORMATION section,
but all the relevant information is given there should they want to.

Each line or dot point in the SPECIFIC INFORMATION section is an appropriate chunk of
information which can be provided to the candidate when asked a relevant question.

Do not give extra information than asked.

Do not provide details which are not given in the information chunks (i.e.: do not elaborate
or ad-lib).

If the candidate asks a question that is not given in the script, the best way to respond is with
a generic response indicating there is no problem. For example:

Candidate: “How many hours do you sleep?”
Response: “I’m sleeping fine.” / “I don’t have any concerns about my sleep.”

The case may have specific QUESTIONS to ask the candidate. You can start asking the
QUESTIONS if the candidate asks about your ideas or concerns or questions.

Ask the other questions in a conversational way. You do not need to ask all the questions. The
aim should be to ask most of the questions but without interrupting the candidate.

The Patient Record Summary is also included. This is not part of the script but is included for
your general information.

If you need help in understanding any of the medical information in the script, ask the College
examiner who will be with you, and they can help to explain the terms or the conditions.


ROLE-PLAYER SCRIPT

Opening Line

“Doctor, I’ve lost my voice, and I really need to get better quickly for work.”


General Information

  • Your symptoms started six days ago with a mild sore throat.
  • Over the past few days, your voice has become hoarse, and now it’s barely audible by the end of the day.
  • You also have a dry cough, which is worse at night and after talking for long periods.

Specific Information

(Reveal Only When Asked)

Background Information

  • Your throat feels irritated, but it’s not extremely painful.
  • You have no fever, no difficulty swallowing, and no breathing problems.
  • You feel tired but otherwise well.
  • You haven’t had a recent cold or flu, and you don’t recall being around anyone sick.

Voice & Throat Symptoms

  • Your voice is hoarse, not completely gone.
  • It gets worse as the day progresses, especially after teaching.
  • Drinking water helps temporarily, but talking makes it worse.
  • Whispering doesn’t help; it feels like it makes things worse.
  • No pain while swallowing food, but mild discomfort when talking for long periods.

Respiratory Symptoms

  • Your cough is dry and persistent, worse at night and in dry environments.
  • No wheezing, chest pain, or coughing up blood.
  • No shortness of breath.

Triggers & Exposures

  • You talk all day at work, which seems to worsen symptoms.
  • Your classroom is sometimes dusty, and you occasionally get a dry throat after long days.
  • You drink coffee daily, but your water intake is low.
  • You don’t smoke but sometimes have to raise your voice in class.
  • You drink one or two beers on weekends.

Emotional Cues

Concern About Work

  • You look frustrated and say:
    • “I can’t keep missing work—I need my voice to teach.”
  • If the doctor suggests voice rest, you push back:
    • “How long will this take? I can’t afford to stay silent for too long.”
    • “Can’t I just take something to speed this up?”

Worry About Long-Term Issues

  • You ask:
    • “Could this be something serious? Could I permanently damage my voice?”
  • If the doctor reassures you too quickly, you respond:
    • “But what if my voice doesn’t come back properly?”
  • You ask:
    • “Do I need to see a specialist?”

Frustration About Symptoms

  • You sigh and say:
    • “I’ve been drinking tea and resting as much as I can, but nothing seems to help.”
  • You add:
    • “My job is exhausting enough—I don’t need to be dealing with this too.”

Key Questions for the Candidate

(Ask these naturally throughout the consultation, especially if the doctor hasn’t already addressed them.)

  1. “What’s causing this? Is it just a virus, or is there something else going on?”
  2. “How long will it take to get better? I need to get back to work.”
  3. “Is there any medication that will help my voice recover faster?”
  4. “Do I need to see a specialist?”
  5. “Could this be something more serious, like throat damage?”

Possible Patient Reactions Based on the Candidate’s Response

If the Doctor Explains the Condition Clearly and Reassures You

  • You feel relieved and say: “So, this is just temporary, and I just need to take care of my voice?”
  • If voice rest is recommended, you ask: “Is there any way I can still teach without making it worse?”

If the Doctor is Too Dismissive or Vague

  • You become frustrated and say: “But what if we’re missing something serious?”
  • If the doctor avoids discussing specialist referral, you push back: “I don’t want to wait until it’s too late to fix my voice.”

If the Doctor Doesn’t Offer a Clear Plan

  • You ask: “So what do I actually need to do to get better?”
  • If the doctor hesitates about medications, you say: “I just need something that will help me speak again.”

Role-Player’s Objective

  • Encourage the candidate to take a structured history, exploring voice symptoms, triggers, and risk factors.
  • Assess whether the candidate recognises red flags (e.g., stridor, breathing difficulty).
  • Observe if the candidate provides clear, practical advice on voice rest, hydration, and treatment.
  • Determine if the candidate reassures appropriately while setting realistic expectations for recovery.

THE COMPETENT CANDIDATE

The competent candidate should be able to:


Task 1: Take a structured history of the patient’s symptoms, duration, and associated risk factors.

The competent candidate should:

  • Establish rapport and acknowledge the patient’s frustration regarding their voice loss and work concerns.
  • Take a structured respiratory history, including:
    • Symptom onset, duration, and progression (acute vs chronic, worsening trends).
    • Voice symptoms: hoarseness severity, voice fatigue, voice use pattern.
    • Associated symptoms: cough (dry/productive), sore throat, difficulty swallowing, fever, breathing issues.
    • Exacerbating and relieving factors: talking, whispering, hydration, throat clearing, environmental factors.
    • Risk factors: occupational voice strain, exposure to allergens/irritants, recent infections.
  • Screen for red flags:
    • Stridor or respiratory distress (suggestive of airway compromise).
    • Dysphagia or weight loss (possible malignancy or neurological causes).
    • Persistent hoarseness >3 weeks (concern for vocal cord pathology).

Task 2: Explain the likely diagnosis and when further investigations or referral are needed.

The competent candidate should:

  • Explain the diagnosis in simple terms:
    • The symptoms are consistent with acute laryngitis, most likely viral or strain-related due to excessive voice use.
    • The inflammation of the vocal cords causes hoarseness and irritation.
  • Differentiate between common causes:
    • Viral laryngitis (most likely, self-limiting in 1-2 weeks).
    • Vocal strain (common in teachers and frequent voice users).
    • Laryngopharyngeal reflux (LPR) (if associated with reflux symptoms, throat clearing).
    • Less likely causes: bacterial infection (rare), vocal cord nodules, neurological disorders.
  • Explain when further investigations or specialist referral is required:
    • Persistent symptoms >3 weeksENT referral for laryngoscopy.
    • Stridor, breathing difficultyurgent assessment for airway compromise.
    • Suspicion of reflux or chronic irritationtrial reflux management before referral.

Task 3: Outline your management plan, including symptomatic relief and voice care strategies.

The competent candidate should:

  • Reassure the patient that most cases resolve within 1-2 weeks with supportive care.
  • Recommend voice care strategies:
    • Voice rest: minimise speaking, avoid whispering (which strains the vocal cords).
    • Hydration: drink plenty of fluids, use steam inhalation.
    • Avoid irritants: smoking, caffeine, alcohol, excessive throat clearing.
    • Humidified air to ease throat irritation.
  • Pharmacological options if needed:
    • Paracetamol or ibuprofen for throat discomfort.
    • Saline gargles, lozenges, or honey for symptomatic relief.
    • Consider PPI trial if reflux symptoms present.
    • No role for antibiotics unless secondary bacterial infection suspected.
  • Plan follow-up:
    • If symptoms persist beyond 3 weeks, discuss ENT referral.
    • Reassess if symptoms worsen or new red flags develop.

Task 4: Address the patient’s concerns, particularly regarding work, recovery time, and possible complications.

The competent candidate should:

  • Acknowledge the impact on work and offer practical solutions:
    • Encourage short-term voice modifications (using a microphone, written communication).
    • Discuss reasonable adjustments at work.
  • Set realistic expectations for recovery:
    • Most cases resolve in 7–14 days, but rest is essential.
    • Overuse may prolong symptoms or cause secondary complications (nodules, chronic laryngitis).
  • Reassure regarding complications:
    • This is not permanent, but ongoing strain can lead to long-term vocal cord issues.
    • If symptoms persist, an ENT assessment will rule out structural problems.
  • Encourage follow-up to monitor recovery.

SUMMARY OF A COMPETENT ANSWER

  • Takes a thorough history, assessing onset, voice use, and red flags.
  • Explains the diagnosis clearly, differentiating viral, strain-related, and other causes.
  • Identifies red flags requiring ENT referral, including persistent hoarseness >3 weeks or airway symptoms.
  • Develops a structured management plan, including voice rest, hydration, and symptom relief.
  • Addresses work concerns empathetically, offering realistic recovery expectations and workplace modifications.

PITFALLS

  • Failing to assess for red flags, such as stridor, persistent hoarseness, or dysphagia.
  • Overprescribing medications, such as antibiotics, without clear indication.
  • Not discussing voice care strategies, leading to prolonged recovery.
  • Providing false reassurance without follow-up, missing cases requiring ENT referral.
  • Neglecting occupational factors, failing to consider work-related voice strain in teachers.

REFERENCES


MARKING

Each competency area is on the following scale from 0 to 3.

☐ Competency NOT demonstrated
☐ Competency NOT CLEARLY demonstrated
☐ Competency SATISFACTORILY demonstrated
☐ Competency FULLY demonstrated

Competency Areas Assessed

1. Communication and Consultation Skills

1.1 Communication is appropriate to the person and the sociocultural context.
1.2 Uses appropriate questioning techniques to explore symptoms and concerns.
1.5 Provides clear explanations about diagnosis and management.

2. Clinical Information Gathering and Interpretation

2.1 Takes a structured respiratory history.
2.2 Identifies red flags requiring urgent intervention.

3. Diagnosis, Decision-Making and Reasoning

3.1 Differentiates between viral and bacterial causes.
3.3 Recognises indications for further investigations or escalation.

4. Clinical Management and Therapeutic Reasoning

4.2 Develops a safe and evidence-based management plan.
4.4 Balances conservative and pharmacological treatment approaches.

5. Preventive and Population Health

5.3 Provides education on voice care, infection prevention, and when to seek further care.

6. Professionalism

6.2 Manages patient expectations and ensures appropriate follow-up.

7. General Practice Systems and Regulatory Requirements

7.1 Ensures appropriate documentation and communication of treatment plans.

9. Managing Uncertainty

9.2 Recognises when specialist referral is required (e.g., ENT for persistent hoarseness).

10. Identifying and Managing the Patient with Significant Illness

10.1 Identifies features of airway compromise requiring urgent intervention.


Competency at Fellowship Level

☐ CLEARLY BELOW STANDARD
☐ BELOW EXPECTED STANDARD
☐ BORDERLINE
☐ AT EXPECTED STANDARD
☐ ABOVE STANDARD