Hoi Shan Celine

I have a strong foundation in clinical examinations and OSCEs, having studied MPharm at University College London (UCL)—where I gained early exposure to clinical skills—and subsequently completed six years of medical school at Newcastle University (NCL). These experiences have given me a clear understanding of common pitfalls and what examiners look for in performance.

During the first year of my clinical training, I faced a setback and scored 62.69% in my OSCE assessment. I used this as an opportunity to re-evaluate my preparation strategy, focusing on structured revision, effective communication, and aligning with examiner expectations. This reflection not only led to personal improvement but also deepened my understanding of how to support others through similar challenges.

The following year, I scored 82.50%, ranking 39th out of 459 students in my cohort. This transformation has enhanced my teaching, enabling me to share targeted strategies and frameworks that help students build both competence and confidence in clinical assessments.

Tutoring Experience

I have organized and assisted peers/ medical students in preparation for clinical exams (OSCEs) as well as previously served as a group/ one-to-one UCAT tutor at Medefine Education, offering guidance and personal insights on medical school applications.

Tutoring Approach

I design and create a variety of clinical exam (OSCE) stations based on relevant textbooks and practical scenarios to simulate real exam conditions. During sessions, I guide students through key phrases, examination techniques, and red flags to watch for. I also share my own structured OSCE templates and notes, which help students understand the flow and expectations of each station, improving both their confidence and performance.