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Medical School Interview Circuit 5
The following stations represent past medical school interview stations, with model answers written by medical school interviewers and interview specialists.
Medical School Interview: Station 1
Station 1 Excellent Candidate Approach
What is your greatest weakness?
My main weakness is that perhaps I pay too much attention to detail, as although it is good to do things to the best of one’s ability, sometimes I can spend too much time and energy on things which with hindsight are comparatively irrelevant. I recognise this weakness and I try to channel my energy and enthusiasm for work into helping others, for example I assist in younger years’ mathematics classes on a weekly basis, which I feel to be a more worthwhile and rewarding use of my time.
My main weakness is that perhaps I pay too much attention to detail, as although it is good to do things to the best of one’s ability, sometimes I can spend too much time and energy on things which with hindsight are comparatively irrelevant. I recognise this weakness and I try to channel my energy and enthusiasm for work into helping others, for example I assist in younger years’ mathematics classes on a weekly basis, which I feel to be a more worthwhile and rewarding use of my time.
Medical School Interview: Station 2
Station 2 Excellent Candidate Approach
As a group, discuss the following:
'A countries politicians should never earn more than it's doctors'
How to succeed in the teamwork station
Arguments in favour
Arguments in opposition
'A countries politicians should never earn more than it's doctors'
How to succeed in the teamwork station
- Refer to colleagues by their name – At the start of the session, take a minute to remember each (or as many as possible) of your colleagues names. Referring to your colleague by their preferred name will not only build rapport and respect, but will also demonstrate a professional approach to examiners and interviewers.
- Demonstrate ‘active listening’ – The best candidates will not only offer good suggestions, but will also acknowledge suitable input from others eg. ‘That’s a really good point Simon and I can see that working very well, especially if……’
- Think before you speak – It is common for students to feel pressure to offer input and thus speak before considering what they are suggesting. Before offering input, ask yourself ‘Will this point add to what has already been said?’ and ‘Would I approve if another student mentioned this point? If the answer to either question is no, take a deep breath…and think of your next point
- Remember you are in an interview – In contrast to other interview stations, the interviewers often take a back seat in these stations in an attempt to offer candidates a false sense of relaxation. It is essential that you do not lower your guard and act in a way that you would not deem suitable for a medical student or medical professional. Interviewers are often paying closer attention to verbal and non-verbal behaviour in these stations than they are in one-to-one MMI settings.
- Avoid confrontation – However much you disagree with a point made by a colleague, it is essential to avoid confrontation in the team interview task. You are welcome to offer opposing input, however ensure that you avoid raising your voice or aggressive posturing as this will reflect badly on you.
Arguments in favour
- Politicians should be motivated by 'positive change' rather than financial benefit, and applying such a 'cap' would be one way of filtering politicians with financial motives.
- Many would argue that the contribution to society by doctors is significantly more than politicians; hence why should politicians earn more money than doctors?
- By reducing the salaries for politicians, this will allow more money to be invested in healthcare and other important sectors.
Arguments in opposition
- The statement is arguably vague; there is a wide spectrum of salaries for doctors with significant difference between the salaries of junior doctors and consultants. Should politicians salaries be compared to that of junior doctors or senior consultants?
- Restricting politicians' income may result in greater corruption with politicians attempting to make money from other sources.
- Alternatively, politicians may artificially increase the salaries for doctors so as to indirectly increase their salaries.
- It is important to have the best politicians possible and restricting income may deter suitable candidates.
Medical School Interview: Station 3
Station 3 Excellent Candidate Approach
A patient is prescribed Paracetamol 1 gram four times a day as required, for one week. Paracetamol is available as a 500mg tablet. How many tablets does the patient require in one week?
There are 1000mg in 1G (ie. Two tablets per dose)
Whilst the prescription is PRN (as required), when issuing medication we must assume that the patient requires their full eligible quota.
Each dose – Patient requires 2 tablets
Each day – Patient requires (2 x4) = 8 tablets
Each week – Patient requires (8 x 7) = 56 tablets
A patient with kidney failure requires strict fluid input:output monitoring. The patient weighs 80kg and has a urine output of 0.5ml/kg/hour. The patient is required to have a positive fluid balance of 500ml/24 hours. How much should the patient drink every hour (assuming there are no additional fluid inputs/outputs)
(Provide your answer to 1 decimal place)
Urine Output in 24 hours = 0.5 x 80 x 24
Urine Output in 24 hours = 960ml
Total Required Fluid Input = 960ml + 500ml
Total Required Fluid Input (in 24 hours) = 1,460ml
Fluid Requirement/Hour = 1460/24
Fluid Requirement/Hour = 60.8ml/hour
Urine Output in 24 hours = 960ml
Total Required Fluid Input = 960ml + 500ml
Total Required Fluid Input (in 24 hours) = 1,460ml
Fluid Requirement/Hour = 1460/24
Fluid Requirement/Hour = 60.8ml/hour
Medical School Interview: Station 4
Station 4 Excellent Candidate Approach
You have two minutes to read the enclosed article, and you will subsequently be asked a range of questions by the interviewer. You may wish to make notes, however please note you will not be allowed to refer to your notes or the article during the discussion.
‘’A facial surgeon has been struck off the medical register to "protect the public" after harming his patients. Roger Bainton carried out dozens of unnecessary operations and "experimental procedures" while working at Royal Stoke University Hospital from 2005 to 2013.
In the 1990s he was severely reprimanded by the General Medical Council over a death in Scotland.
Lawyers are asking why he was ever hired by the Staffordshire hospital.
The surgeon rebuilt the faces of assault or accident victims. A report by the Royal College of Surgeons showed in some cases he used an unproven and experimental bone substitute, called DBX, to treat damaged and fractured eye sockets. He also carried out "unnecessary surgery" on people with jaw injuries, it said.
A Medical Practitoners' Council panel concluded: "Mr Bainton routinely persisted in attempting surgery rather than adopting conservative treatment and repeatedly undertook procedures which were not clinically indicated."
(Adapted from: http://www.bbc.co.uk/news/uk-england-stoke-staffordshire-41281090)
Outline the main issues raised.
‘’A facial surgeon has been struck off the medical register to "protect the public" after harming his patients. Roger Bainton carried out dozens of unnecessary operations and "experimental procedures" while working at Royal Stoke University Hospital from 2005 to 2013.
In the 1990s he was severely reprimanded by the General Medical Council over a death in Scotland.
Lawyers are asking why he was ever hired by the Staffordshire hospital.
The surgeon rebuilt the faces of assault or accident victims. A report by the Royal College of Surgeons showed in some cases he used an unproven and experimental bone substitute, called DBX, to treat damaged and fractured eye sockets. He also carried out "unnecessary surgery" on people with jaw injuries, it said.
A Medical Practitoners' Council panel concluded: "Mr Bainton routinely persisted in attempting surgery rather than adopting conservative treatment and repeatedly undertook procedures which were not clinically indicated."
(Adapted from: http://www.bbc.co.uk/news/uk-england-stoke-staffordshire-41281090)
Outline the main issues raised.
This article raises a number of important issues.
Firstly, there is the question whether doctors who have previously been sacked, reprimanded of proven guilty of misconduct in one hospital should be allowed to work elsewhere within the NHS, as was the case with Mr Bainton. In the event that doctors are not allowed to do so, this may result in a long term NHS doctor supply deficit. Additionally, the widespread negative publicity to the medical profession by such cases, will likely undermine the trust of the public in doctors and may effect treatment compliance amongst other things.
On the other hand, it could be argued that reprimanding doctors for using non-guideline approved techniques and approval may stagnate medical advancements and negatively impact long term health-care provision, with doctors less likely to trial/pioneer novel treatment approaches.
Having said this, it is widely agreed that research should be conducted in laboratory and animal settings with proven benefits before being trialled on trusting members of the public, and the article is unclear whether these prior steps had been taken.
Medical School Interview: Station 5
Station 5 Excellent Candidate Approach
Review the graph below and explain your findings.
(Adapted from: https://upload.wikimedia.org/wikipedia/commons/thumb/f/fe/Carbonic_anhydrase_reaction_in_tissue.svg/504px-Carbonic_anhydrase_reaction_in_tissue.svg.png)
Excellent candidates will use the 'BlackStone Tutors Six Point Approach for Data Analysis'
The given plot describes how a reaction proceeds with and without an enzyme. On the x-axis, reaction coordinates are labelled and on the y-axis, energy (Activation energy) is labelled. The graph demonstrates that in the presence of an enzyme (red line), a lower activation energy is required to yield the same volume of products. Without the enzyme (blue line), additional energy must be supplied to carry out the same reaction. This is explained by the fact that in order for a chemical reaction to take place and reactants to be converted to products, chemical bonds must be broken and rearranged. The energy needed to break bonds is termed “activation energy.” Enzymes tend to offer an alternative pathway for reactions with a lower activation energy, thus reducing the amount of energy required to convert reactants to products. The graph itself is well presented and easy to understand, and is from a commonly utilised (although sometimes inaccurate) source.
- Data Title (if present)
- 'x' axis and 'y' axis
- Graphical/tabular progression shown
- Physiological correlation (How can this pattern be explained biologically?)
- Anomalies/additional information of note
- Critical analysis of data/data source
The given plot describes how a reaction proceeds with and without an enzyme. On the x-axis, reaction coordinates are labelled and on the y-axis, energy (Activation energy) is labelled. The graph demonstrates that in the presence of an enzyme (red line), a lower activation energy is required to yield the same volume of products. Without the enzyme (blue line), additional energy must be supplied to carry out the same reaction. This is explained by the fact that in order for a chemical reaction to take place and reactants to be converted to products, chemical bonds must be broken and rearranged. The energy needed to break bonds is termed “activation energy.” Enzymes tend to offer an alternative pathway for reactions with a lower activation energy, thus reducing the amount of energy required to convert reactants to products. The graph itself is well presented and easy to understand, and is from a commonly utilised (although sometimes inaccurate) source.
Medical School Interview: Station 6
Station 6 Excellent Candidate Approach
You are a junior doctor working in a GP setting. Explain to this newly diagnosed asthmatic how to use their inhaler; an MDI (meter doses inhaler) has been provided for you to demonstrate should you wish, as well as a selection of supporting instructions.
Stand or sit upright when using your inhaler
Remove the inhaler cap
Hold the inhaler upright and shake 4 or 5 times
Breathe out fully
Place the mouthpiece between your teeth without biting and form a good seal around it with your lips
Breathe in through your mouth and press the canister down at the same time to release a puff of medicine
Continue to breathe in slowly and deeply for 3-5 seconds
Hold your breath and take the inhaler from your mouth
Continue to hold your breath for 10 seconds or as long as is comfortable. Breathe out slowly.
(Adapted from: http://www.corbyccg.nhs.uk/inhaler-techniques-leaflets/)
Stand or sit upright when using your inhaler
Remove the inhaler cap
Hold the inhaler upright and shake 4 or 5 times
Breathe out fully
Place the mouthpiece between your teeth without biting and form a good seal around it with your lips
Breathe in through your mouth and press the canister down at the same time to release a puff of medicine
Continue to breathe in slowly and deeply for 3-5 seconds
Hold your breath and take the inhaler from your mouth
Continue to hold your breath for 10 seconds or as long as is comfortable. Breathe out slowly.
(Adapted from: http://www.corbyccg.nhs.uk/inhaler-techniques-leaflets/)
- Introduction
- State the end objective(s)
- Empower the examiner/patient to ask questions (eg. Do you have any questions at the moment? If you have any questions at any time, feel free to interrupt me)
- Identify any relevant materials/terms
- Provide clear, specific instructions
- Summary and plan going forward