CASE INFORMATION
Case ID: CCE-ENT-001
Case Name: Sarah Thompson
Age: 32
Gender: Female
Indigenous Status: Non-Indigenous
Year: 2025
ICPC-2 Codes: H83 – Eustachian salpingitis
COMPETENCY OUTCOMES
Competency Domain | Competency Element |
---|---|
1. Communication and Consultation Skills | 1.1 Uses appropriate communication strategies tailored to the patient’s sociocultural context. 1.2 Gathers comprehensive history regarding symptoms, concerns, and expectations. 1.4 Explains diagnosis and management effectively to the patient. |
2. Clinical Information Gathering and Interpretation | 2.1 Conducts a thorough history to differentiate causes of ear pain. 2.2 Interprets examination findings, including otoscopy. |
3. Diagnosis, Decision-Making and Reasoning | 3.1 Forms a logical differential diagnosis, including Eustachian tube dysfunction, otitis media, and barotrauma. |
4. Clinical Management and Therapeutic Reasoning | 4.1 Provides evidence-based treatment for Eustachian salpingitis. 4.2 Advises on symptom relief, including decongestants and nasal sprays. |
5. Preventive and Population Health | 5.1 Educates about modifiable risk factors such as allergens and smoking exposure. |
6. Professionalism | 6.2 Maintains a patient-centred approach in discussing treatment options. |
7. General Practice Systems and Regulatory Requirements | 7.1 Recognises indications for specialist referral (ENT) in refractory cases. |
9. Managing Uncertainty | 9.1 Discusses the expected course of illness and when to return for review. |
10. Identifying and Managing the Patient with Significant Illness | 10.1 Identifies red flags such as severe otalgia, persistent symptoms, or complications. |
CASE FEATURES
- Follow-up: Review in 2-4 weeks if no improvement; ENT referral if persistent.
- Primary complaint: Persistent ear pain and fullness for two weeks.
- Symptoms: Intermittent ear discomfort, muffled hearing, occasional popping sensation.
- History: Recent upper respiratory tract infection (URTI).
- Exam findings: Retracted tympanic membrane with reduced mobility on pneumatic otoscopy.
- Differential diagnosis: Eustachian salpingitis, otitis media, barotrauma, temporomandibular joint dysfunction (TMJ).
- Management: Conservative care with decongestants, nasal steroids, auto-inflation techniques.
INSTRUCTIONS
You have 15 minutes to complete this case.
This consultation is conducted as a face-to-face general practice visit.
A patient record summary is provided for your information.
Perform the following tasks:
- Take an appropriate history.
- Outline the differential diagnosis and key investigations required.
- Address the patient’s concerns.
- Develop a safe and patient-centred management plan.
SCENARIO
Sarah Thompson, a 32-year-old teacher, presents to your clinic with a two-week history of right-sided ear discomfort and fullness. She describes a muffled sensation in her ear, with occasional popping sounds but no significant pain or fever. She had a cold three weeks ago and recalls flying interstate recently, which worsened her symptoms temporarily.
On examination:
- Right ear: Retracted tympanic membrane, reduced mobility on pneumatic otoscopy.
- Left ear: Normal.
- No fever, normal throat and nasal mucosa, no cervical lymphadenopathy.
PATIENT RECORD SUMMARY
Patient Details
Name: Sarah Thompson
Age: 32
Gender: Female
Indigenous Status: Non-Indigenous
Allergies and Adverse Reactions
- Nil known
Medications
- Nil regular medications
Past History
- Nil significant medical history
Social History
- Primary school teacher
Family History
- No family history of ear disease or hearing loss
Smoking and Alcohol
- Non-smoker
- Social alcohol use
Vaccination and Preventative Activities
- Routine immunisations 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 had this blocked ear for two weeks, and it’s not getting better. Do I need antibiotics?”
General Information
- You are Sarah Thompson, a 32-year-old primary school teacher.
- You are generally healthy, with no history of ear infections or hearing problems.
- You are worried about your hearing, as your job requires you to listen carefully to students.
- You live with your partner, have no children, and no pets.
- You don’t smoke and rarely drink alcohol.
- You have no significant medical history and are not taking any medications.
Presenting Complaint
(Information to Offer Freely)
- Your right ear has been blocked for two weeks.
- It feels full and muffled, like there’s cotton wool inside.
- You sometimes hear a popping noise, but it doesn’t relieve the pressure.
- You had a cold three weeks ago, and this started shortly after.
Specific Information
(Only If Asked Directly)
Background Information
- You don’t have fever, ear pain, or ear discharge.
- You recently took a flight, and the ear pressure felt worse during take-off and landing.
- You haven’t tried any medications or remedies yet.
- You are worried about your hearing, as you struggle to hear clearly in conversations.
History of Presenting Complaint
- You don’t recall any trauma or injury to the ear.
- You don’t swim or frequently get water in your ears.
- The problem worsens in the mornings but improves slightly after yawning or swallowing.
- You don’t have allergies or sinus problems.
- You haven’t had dizziness, ringing in the ears (tinnitus), or balance issues.
Medical History
- No previous ear infections or hearing problems.
- No history of asthma, hay fever, or eczema.
- No history of headaches or migraines.
- No prior ear surgeries or use of hearing aids.
Social and Lifestyle Factors
- You work as a teacher in a noisy classroom and need to hear clearly.
- You don’t use cotton buds or insert anything into your ears.
- You’ve never had a hearing test before.
Emotional and Behavioural Cues
- You start the consultation anxious about your blocked ear and hearing loss.
- You seem relieved if the doctor explains things clearly.
- If the doctor minimises your concerns, you become frustrated and press for answers.
- You become more relaxed if given a clear management plan and reassurance.
Questions You May Ask
- “Is this an infection? Do I need antibiotics?”
- (If told no, you look concerned and ask “Then what’s causing it?”)
- “Will my hearing go back to normal?”
- (You look worried and ask, “How long will it take?”)
- “Is there anything I can do to make it go away faster?”
- “Do I need to see a specialist?”
- (If told no, you ask, “What if it doesn’t get better?”)
- “Could this be something serious?”
Key Responses Based on Doctor’s Explanation
If the Doctor Says It’s Eustachian Salpingitis (Tube Dysfunction)
- You ask, “What does that mean?”
- If they explain it’s a blocked Eustachian tube from your cold, you ask, “So it’s not an infection?”
- If they explain how the tube connects to the ear and equalises pressure, you nod and seem more reassured.
If the Doctor Says It Will Resolve in a Few Weeks
- You look slightly frustrated and say, “So I just have to wait?”
- If the doctor suggests nasal sprays or decongestants, you ask, “Will that help unblock it?”
- You become more accepting if they explain how these treatments work.
If the Doctor Says You Don’t Need Antibiotics
- You look a bit unsure and say, “Are you sure? I thought all ear problems needed antibiotics.”
- If they explain that it’s not an infection but a blockage, you accept the explanation.
If the Doctor Mentions Auto-Inflation Techniques
- You ask, “How do I do that?”
- If explained clearly, you nod and say, “I’ll try that.”
If the Doctor Recommends a Follow-Up in a Few Weeks
- You ask, “What if it doesn’t get better?”
- If the doctor reassures you about when to seek further help, you feel more at ease.
Closing Statement
“Alright, so I’ll try the nasal spray and those exercises. But if it doesn’t get better, I should come back, right?”
THE COMPETENT CANDIDATE
The competent candidate should be able to:
Task 1: Take an appropriate history from the patient.
The competent candidate should:
- Use open-ended questions to explore ear symptoms, their onset, progression, and impact.
- Identify red flag symptoms such as severe pain, fever, hearing loss, dizziness, or discharge.
- Assess for recent upper respiratory tract infections or barotrauma (e.g., recent flights, diving).
- Explore past ear infections, allergies, sinus problems, or history of recurrent Eustachian tube dysfunction.
- Consider occupational or lifestyle factors affecting ear health.
- Ask about medications, medical history, and social impact on work and daily life.
Task 2: Explain the diagnosis and reassure the patient.
The competent candidate should:
- Explain that Eustachian tube dysfunction (Eustachian salpingitis) is caused by blockage of the tube connecting the middle ear to the throat, often after a cold or sinus congestion.
- Clarify that it is not a bacterial infection and antibiotics are not needed.
- Discuss how pressure imbalances cause ear fullness, muffled hearing, and popping sounds.
- Address the patient’s concerns about hearing loss, reassuring them that it is temporary and should improve.
Task 3: Provide an evidence-based management plan.
The competent candidate should:
- Explain conservative management:
- Auto-inflation techniques (Valsalva, Toynbee, Otovent balloon) to improve drainage.
- Nasal saline irrigation and intranasal corticosteroids (e.g., fluticasone) for underlying inflammation.
- Oral antihistamines or decongestants if there’s an allergic component.
- Steam inhalation and adequate hydration.
- Provide clear safety-netting advice, advising review if:
- Symptoms persist beyond 6–8 weeks.
- There is sudden or worsening hearing loss, dizziness, or pain.
- Discuss potential referral to ENT if symptoms persist.
SUMMARY OF A COMPETENT ANSWER
- Thorough history covering symptoms, triggers, and red flags.
- Clear explanation of Eustachian tube dysfunction.
- Reassurance about the self-limiting nature of the condition.
- Practical management strategies including auto-inflation techniques and intranasal corticosteroids.
- Safety-netting advice with criteria for follow-up or referral.
PITFALLS
- Failing to address patient concerns about hearing loss.
- Misdiagnosing as an ear infection and inappropriately prescribing antibiotics.
- Not exploring recent travel history (important for barotrauma-related dysfunction).
- Ignoring allergy history and missing an underlying allergic component.
- Not providing safety-netting or follow-up recommendations.
REFERENCES
- RACGP Guidelines for Acute Otitis Media and Ear Disorders
- National Institutes of Health on Otolaryngology
- Australian Prescriber on Eustachian Tube Dysfunction Management
- GP Exams – Eustachian salpingitis
MARKING
Each competency area is assessed on a scale from 0 to 3.
☐ Competency NOT demonstrated
☐ Competency NOT CLEARLY demonstrated
☐ Competency SATISFACTORILY demonstrated
☐ Competency FULLY demonstrated
1. Communication and Consultation Skills
1.1 Communication is appropriate to the person and the sociocultural context.
1.2 Engages the patient to gather information about their symptoms, ideas, concerns, and expectations.
1.4 Communicates effectively in routine and difficult situations.
2. Clinical Information Gathering and Interpretation
2.1 Applies a structured approach to history taking and examination findings.
2.2 Identifies red flags and considers differential diagnoses.
3. Diagnosis, Decision-Making, and Reasoning
3.1 Synthesises clinical information to reach an accurate diagnosis.
4. Clinical Management and Therapeutic Reasoning
4.1 Develops an evidence-based management plan.
4.2 Provides clear patient education and follow-up instructions.
5. Preventive and Population Health
5.1 Considers lifestyle factors that may contribute to symptoms.
6. Professionalism
6.1 Provides patient-centred, ethical, and culturally safe care.
9. Managing Uncertainty
9.1 Provides a structured safety-netting plan and follow-up recommendations.
Competency at Fellowship Level
☐ CLEARLY BELOW STANDARD
☐ BELOW EXPECTED STANDARD
☐ BORDERLINE
☐ AT EXPECTED STANDARD
☐ ABOVE STANDARD