PLAB 2 angry patient stations: how to calm things down and still make a plan
In a PLAB 2 angry patient station, a patient or relative is upset about something (a delay, a cancelled operation, a mistake, a refusal) and you have eight minutes to listen, calm the situation, find out what really matters to them and agree a plan. The station is marked in the GMC's three domains, so listening and empathy alone are not enough: you also need accurate information gathering and a clear, honest plan. If something went wrong with care, the professional duty of candour applies.
Last checked Nov 1, 2026 against the GMC pages listed under Sources.
The short version
- Each PLAB 2 scenario lasts eight minutes and is marked in three domains: Data gathering, technical and assessment skills; Clinical management skills; Interpersonal skills [1][2].
- Let the person speak first. Don't interrupt, defend or explain in the first minute.
- Acknowledge the feeling and apologize for their experience early.
- Find out exactly what happened and what they want now. The anger often hides a fear.
- Don't blame colleagues and don't make promises you can't keep.
- If care went wrong, be open: tell them, apologize, put things right where possible, explain the effects [3].
- Finish with a concrete plan: who will do what, and by when.
What these stations look like
Angry or upset patient and relative stations test how you behave under pressure. Common shapes (all of them possible at F2 level) include:
- a relative upset that an operation or procedure was cancelled or delayed
- a patient angry about a long wait or a missed result
- a patient demanding something you shouldn't give (antibiotics for a viral illness, a sick note, a scan they don't need)
- a relative angry about how a family member was treated on the ward
- a patient upset after a mistake, such as a wrong or missed dose
The GMC says the exam could cover anything a doctor in a Foundation Year 2 (F2) role might expect to see at work [1]. The GMC pages we read don't publish a list of station types.
Six de-escalation steps that fit 8 minutes
These steps are Confetto's practice structure, not a GMC rule.
| Step | Time (guide) | What you do | Example words |
|---|---|---|---|
| 1. Prepare and introduce | 0:00 to 0:30 | Calm voice, sit if they sit, introduce yourself and your role, check who they are | "I'm Dr Ahmed, one of the doctors on the ward. Can I check who I'm speaking to?" |
| 2. Let them speak | 0:30 to 1:30 | Open question, then listen. No interrupting, no defending | "I can see you're upset. Can you tell me what's happened?" |
| 3. Acknowledge and apologize | 1:30 to 2:30 | Name the feeling, say sorry for their experience, thank them for telling you | "I'm really sorry this has happened. I'd be frustrated too." |
| 4. Explore | 2:30 to 4:30 | Find the facts and the real worry: what happened, what was said, what they fear, what they want now | "What worries you most about this?" "What would you like to happen now?" |
| 5. Explain honestly | 4:30 to 6:00 | Say what you know and what you don't. If an error happened, say so | "I've looked at the notes. I don't yet know why, but I will find out." |
| 6. Agree a plan and close | 6:00 to 8:00 | Concrete actions with names and times, how to raise a complaint if they wish, summary, check | "I'll speak to the consultant this afternoon and come back to you by 5 pm." |
If the person becomes threatening, your own safety comes first: keep distance, stay near the door, and get help. In an exam station the role-player will usually calm down when you respond well.
When the anger is about something that went wrong
If the complaint is about care that went wrong and that caused, or could have caused, harm or distress, the GMC and NMC joint guidance on the professional duty of candour says you should [3]:
- tell the person (or, where appropriate, their advocate, carer or family) that something has gone wrong
- apologize
- offer an appropriate remedy or support to put matters right (if possible)
- explain fully the short and long term effects of what has happened
The guidance also says that apologizing is not the same as admitting legal liability [3]. In a station, that means you can say "I'm sorry this happened" clearly and early. You should also be open with colleagues and take part in any review, which in a station usually sounds like "I'll make sure this is reported so we can learn from it."
Worked example: a cancelled hip operation
Example written by Confetto for practice. It is not a real PLAB 2 station and not a GMC sample.
Candidate instructions (example): You are an F2 doctor on an orthopedic ward. Mr Peter Wright, 79, was admitted three days ago with a broken hip. His operation was cancelled today for the second time. His daughter, Karen Wright, has asked to speak to a doctor. Mr Wright has said he is happy for the team to talk to his daughter. Speak to Ms Wright.
What the role-player knows (hidden): her father has had nothing to eat since midnight two days running; the cancellation was because emergency cases took the theater time; nobody told her, she found out from her dad on the phone; she has taken unpaid leave to be here; her real fear is that he is getting confused and weaker, like her mother before she died in hospital; she wants a date for the operation and for someone to make sure he eats today.
The walkthrough
Steps 1 and 2: introduce and listen (0:00 to 1:30)
Doctor: Hello, I'm Dr Ahmed, one of the doctors looking after your dad. You must be Karen. Please, have a seat. I can see you're upset. Can you tell me what's happened?
Relative: What's happened? My dad has been starved for two days for an operation that keeps getting cancelled, and nobody even bothered to ring me. He's 79!
Let her finish. Nod. Don't explain theater lists yet.
Step 3: acknowledge and apologize (1:30 to 2:30)
Doctor: I'm really sorry. Having the operation cancelled twice, and hearing about it from your dad rather than from us, is not how it should be. I can understand why you're angry.
Step 4: explore (2:30 to 4:30)
Doctor: Can I ask what worries you most right now?
Relative: (quieter) He's getting muddled. Yesterday he didn't know what day it was. My mum went downhill in hospital just like this.
Doctor: Thank you for telling me that. That must be really frightening after what happened to your mum. When did you first notice he was muddled?
This is the real concern, and new confusion in an older patient in hospital needs a medical review. A candidate who only talks about the theater list misses it.
Step 5: explain honestly (4:30 to 6:00)
Doctor: From the notes, today's operation was cancelled because emergency cases needed the theater. I know that doesn't make it easier. You should have been told, and I'm sorry you weren't.
Step 6: plan and close (6:00 to 8:00)
Doctor: Here's what I'll do now. First, I'll make sure your dad can eat and drink today, and that he's been getting fluids. Second, because he's more muddled, I'll review him myself this afternoon and look for causes such as an infection, pain or dehydration. Third, I'll speak to the orthopedic registrar about where he is on the list and ask the team to call you with a plan by the end of today. If you'd like to make a complaint about how this was handled, that's your right, and I can give you the details of the Patient Advice and Liaison Service. Does that sound OK? Just so I know we agree, what will I do before the end of the day?
What scores in each domain (labelled practice breakdown)
Sample breakdown written by Confetto for practice. It is not the GMC marking sheet.
| GMC domain | Strong performance | Weak performance |
|---|---|---|
| Data gathering, technical and assessment skills | Found out what happened, what she was told, and the hidden fear; recognized new confusion as a clinical problem | Stayed on the cancellation only; never asked about her dad's condition |
| Clinical management skills | Food and fluids today; medical review of the new confusion; a named plan with the registrar and a time to call back; offered the complaints route | "I'll pass it on"; promised a date for surgery without checking; no review of the confusion |
| Interpersonal skills | Let her vent, apologized early, named the emotion, stayed calm, no blame, summarized and checked | Interrupted to explain theater lists; defensive ("We're very busy"); blamed the surgeons |
Common mistakes table
| Mistake | What it sounds like | Why it costs you | Do this instead |
|---|---|---|---|
| Interrupting early | "If I can just explain..." | Anger rises; you look defensive | Let them finish, then acknowledge |
| Defending the system | "We're very busy, there are emergencies." | Sounds like an excuse | Give the reason later, after the apology |
| Blaming a colleague | "The night team should have called you." | Unprofessional, and you may not know the facts | "I don't know yet why that happened. I'll find out." |
| No apology, or a cold one | "Sorry you feel that way." | Not a real apology | "I'm sorry this has happened." |
| Missing the hidden concern | Only talking about the complaint | You miss the data-gathering credit and the real issue | "What worries you most?" |
| Promising what you can't deliver | "He'll definitely be done tomorrow." | Breaks trust if it doesn't happen | Promise actions you control: "I'll speak to the registrar today." |
| Hiding an error | "These things happen." | Goes against the duty of candour [3] | Tell, apologize, put right, explain effects |
| Ending without a plan | "OK, I'll let the team know." | No clinical management credit | Who, what, by when, and a summary |
Phrases that help
- "I can see how upset you are. Please tell me what's happened."
- "I'm really sorry this has happened."
- "You're right to raise this."
- "What worries you most about this?"
- "I don't know the answer yet, but I will find out and come back to you by ..."
- "Here's what I'm going to do now."
- "If you'd like to make a formal complaint, I can tell you how."
Practice this station
Confetto isn't affiliated with the GMC.
Frequently asked questions
How do you deal with an angry patient in PLAB 2?
Let them speak, acknowledge the feeling, apologize for their experience, find out what happened and what worries them, explain honestly what you know, and agree a concrete plan with names and times. The station is marked in three domains, so the plan matters as much as the calm tone [2].
Should I say sorry if it wasn't my fault?
Yes, you can say sorry for what they have been through. If something went wrong with care, the duty of candour guidance says to apologize, and that apologizing does not mean admitting legal liability [3].
What if the relative wants information about the patient?
In a station, make sure the patient is happy for you to talk with the relative before you share details, unless the task already says so. If the patient lacks capacity, follow the task information and act in the patient's best interests.
What if the patient is demanding antibiotics or a scan they don't need?
Explore why they want it (their ideas, concerns and expectations), explain your reasons in plain words, offer what will help instead, and safety-net. Refusing politely with a reason and an alternative is part of good clinical management.
How long is the station?
Each PLAB 2 scenario lasts eight minutes, and you read the instructions outside the room first [1]. The GMC pages we read don't give the length of the reading time.
Sources
Read on November 1, 2026.