So far we have looked at communication and general structural techniques, but there are some stations that require specific structural approaches to achieve good results. In this chapter we will look at some of these stations. This is not exhaustive coverage but we have aimed to provide some examples so that you can more readily appreciate the structure that is required in the other stations you come across.

Having a structured approach to taking a history of a problem and/ or presenting it back to a colleague can be extremely useful. There are many different ways of doing this but one example is to use the mnemonic NOTEPAD – Nature of the problem, Onset (how did it start), Timescale (how long has it been going on for), Exacerbating factors, Palliating (relieving) factors, Associated symptoms, Detrimental effects on the person's life. Another mnemonic useful to remember when discussing an acute problem with a senior colleague is SBAR – Situation, Background, Assessment, Recommendations. These are just two examples and you can devise your own preferred mnemonic based on what you think the most important elements of the history are in different scenarios.

The mnemonic approach has the benefit of being a very simple way of helping you recall lots of information while keeping it structured so that you do not lose your focus in front of a potentially intimidating colleague. In developing structural techniques for stations there are important lessons illustrated by this example. The first is to keep it simple. The mnemonic itself has to be easy to learn and remember, so try not to make it too complicated. The second point is that although it needs to be kept simple, it needs to help you present all the information and knowledge you have, thus minimising the chance of missing something out. The third point is that you will have to recall this technique while being under pressure, so practise it. Do not use it if you thought it up the night before the exam. You almost certainly will not remember it.