CELBAN Writing Tasks

A CELBAN writing task is an assignment given to candidates during the writing component of the CELBAN exam. Tasks typically require candidates to write essays, reports, or other written responses on topics relevant to healthcare practice. Candidates are assessed on their ability to effectively communicate ideas, organize information, use appropriate language, and demonstrate writing proficiency. 

When preparing for the CELBAN Writing Task 1 and CELBAN Writing Task 2, it is important to focus on grammar, as it plays a significant role in increasing scores (not only in writing but also in speaking and reading.) 

See: Checklist for Evaluating the Quality of CELBAN Writing Sample

Mastering skills like punctuation, sentence structure, and avoiding agreement errors are crucial steps towards improving your CELBAN and IELTS performance. 

Note that practicing with medical reports in English can be more beneficial than reading writing samples or trying practice tests because in CELBAN Writing Task 1, Incident Report Writing, you are being evaluated on your ability to communicate clearly in English in a moderately demanding situation rather than your medical knowledge.

In the post What is CELBAN?  you learned that there are 5 knowledges that are evaluated in CELBAN writing, which include:



By focusing on these areas and developing the necessary skills, such as interacting with others, getting things done, giving and receiving instructions, and understanding information, you can work towards achieving success by going beyond the CELBAN Writing tasks: discovering success at home, at work, and in the community. 

Use the following checklist to ensure resources and courses aim to support individuals in enhancing their writing abilities within the specific context of the CELBAN exam.


Checklist for Evaluating the Quality of CELBAN Writing Resources

Here's a checklist for evaluating writing resources, courses, and coaches for IENs and IEHPs preparing for a career in Canada, focusing on the 5 knowledges and 4 contexts:

Evaluating CELBAN Writing Resources: the 5 Knowledges

Grammatical Knowledge:

☐  Does the resource/course provide comprehensive coverage of English grammar rules and conventions?

☐  Are there exercises and practice activities that help reinforce grammatical concepts?

☐  Is there feedback or guidance provided to address common grammatical errors and mistakes?


Textual Knowledge:

☐  Does the resource/course teach strategies for organizing and structuring written texts effectively?

☐  Are there examples and models of well-structured written communication provided?

☐  Does the material cover techniques for coherence and cohesion in writing?


Functional Knowledge:

☐  Does the resource/course focus on developing practical writing skills for real-world situations in a healthcare context?

☐  Are there exercises or simulations that mimic the demands of writing in healthcare settings?

☐  Does the material address common writing tasks encountered by healthcare professionals, such as incident reports, patient documentation, and professional correspondence?


Strategic Knowledge:

☐  Does the resource/course offer strategies for approaching writing tasks strategically and efficiently?

☐  Are there tips and techniques provided for managing time constraints and deadlines?

☐  Does the material address how to adapt writing style and tone based on the purpose and audience of the communication?


Socio-Linguistic Knowledge:

☐  Does the resource/course cover cultural and social aspects of language use in healthcare communication?

☐  Are there discussions or examples that address communication challenges related to cultural diversity and language barriers?

☐  Does the material promote sensitivity and awareness of linguistic and cultural differences in written communication?

Evaluating CELBAN Writing Resources: the 4 Contexts

Interacting with Others:

☐  Does the resource/course provide guidance on effective communication skills for interacting with colleagues, patients, and other healthcare professionals?

☐  Are there scenarios or case studies that illustrate best practices for written communication in collaborative healthcare environments?


Getting Things Done:

☐  Does the resource/course offer strategies for writing clear and concise instructions, directives, or task lists?

☐  Are there examples or exercises that focus on communicating actionable information effectively to facilitate task completion?


Giving and Receiving Instructions:

☐  Does the resource/course address how to give and receive written instructions in a healthcare context?

☐  Are there guidelines for writing and interpreting procedural documents, protocols, or guidelines accurately?


Understanding Information:

☐  Does the resource/course cover strategies for comprehending and summarizing written information, such as medical reports, research articles, or patient records?

☐  Are there activities or exercises that help develop skills in reading and interpreting complex healthcare-related texts?

By using this checklist, IENs and IEHPs like you can assess writing resources, courses, and coaches to ensure they address the key knowledge areas and contexts you need to know, which are relevant to preparing for a career in Canada's healthcare sector.


Additional Resources on Dear Kim (blog)