1. Why examiners love structured phrases
In a viva, knowledge alone is not enough. Examiners also assess how you think, prioritise, and communicate under pressure. Clear “signpost” phrases tell them where you are going and what you will talk about next.
The goal is not to sound robotic. The goal is to use simple language that quietly organises your answer into clean steps.
2. Powerful opening phrases for any question
Go-to openers
1. “I would like to approach this in three steps: first…, then…,
and finally…”
2. “To answer this, I’ll start with the definitions, then the
classification, and then the management.”
3. “My main priorities here would be diagnosis, stabilisation,
and then definitive treatment.”
4. “From an exam point of view, I would structure my answer as
history, examination, investigations, and management.”
These phrases buy you a few seconds to think, while signalling that your answer will be organised rather than scattered.
3. Phrases for explaining diagnosis and reasoning
When you move from findings to diagnosis, structure is critical. Use linking phrases that show your logic:
- “The most likely diagnosis is … because we have …”
- “My differentials would include …, mainly due to …”
- “What pushes me towards this diagnosis is the combination of …”
- “If we had additional information such as …, it would support or refute this diagnosis.”
Examiners want to see how you connect signs, symptoms, and investigations—these phrases make that connection explicit.
4. Phrases for safe management plans
Management answers often lose marks because they sound like a random list. Use short headers inside your speech:
- “I would divide the management into emergency, short-term, and long-term steps.”
- “First, I would address pain control and stabilisation…”
- “Next, I would focus on removing the cause and definitive treatment by…”
- “Finally, I would arrange follow-up, prevention, and patient education regarding …”
The content can change depending on operative, endodontic, perio, or prostho — but the internal headings stay the same.
5. Safe phrases when you are unsure
Every candidate gets stuck. What matters is how you recover. Avoid saying “I don’t know” on its own; wrap uncertainty inside a structured, honest answer:
- “Based on the information provided, my best initial approach would be…”
- “I am not completely sure about the exact percentage, but the principle is that…”
- “I would check the current guideline from … and then choose between … and …”
- “If I felt out of my depth, I would seek senior advice while maintaining patient safety.”
These phrases still show good judgment, professionalism, and awareness of limits—which are all examinable.
6. Daily practice plan for viva phrases
5-minute viva drill
1. Pick one topic (e.g. pericoronitis, acute pulpitis, chronic
periodontitis).
2. Ask yourself aloud: “How would you manage this case?”
3. Start with: “I would like to approach this in three steps…”
and talk for 2–3 minutes.
4. After finishing, write down one better opening phrase and one
better management phrase.
5. Repeat with a different topic tomorrow — same phrases, new
content.
Small, repeated drills like this are enough to make these sentences automatic before your OSCE or viva day.
7. How DentAIstudy helps
DentAIstudy can turn complex topics into clean viva answers that already contain signpost phrases and examiner-style wording.
- Generates sample viva questions and structured answers for any dental topic.
- Highlights definitions, classifications, and management steps in separate blocks.
- Suggests opening and closing lines you can adapt to your own style.
- Lets you rehearse answers quickly inside a focused, distraction-free study workspace.
You keep control of the content; DentAIstudy gives you a clearer way to say it under exam conditions.
References
- General Dental Council. Standards for the Dental Team. GDC; communication and professionalism sections.
- Kurtz S, Silverman J, Draper J. Teaching and Learning Communication Skills in Medicine. 2nd ed. Radcliffe; 2005.
- Chambers DW. Contemporary teaching of oral diagnosis, treatment planning and dental care. J Dent Educ. 1994;58(10):739-741.
- Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979;13(1):41-54.