For teachers and careers advisers

Free Medicine Interview Resources for Schools and Sixth Forms

Everything here is free for your students. No accounts are needed to use the question bank, and nothing a student records is uploaded.

Share with students Build a question set Run a mock MMI Practice session guide Checklist Reflection worksheet Classroom activities Video practice safely Stay updated

Share the question bank with your students

The free bank has 2,500+ practice questions organised by UK medical school, with each university's interview format explained and linked to its official admissions page. Students can plan answers, practise out loud with a timer, record themselves and reflect.

Open the medicine bank Dentistry bank

Link for your school website or newsletter

<a href="https://medichut.com/medicine-interview-question-bank">Free medicine interview question bank (MedicHut)</a>

Build a question set for a class

Pick questions, give the set a title and copy one link. Students open the same questions with no sign-up. You can also open it as a printable sheet.

University Topic Set title

Tick up to 20 questions. You can mix universities. 0 selected.

A friend tells you they want to study medicine because doctors have a respected career, good job security and many different career options. What do you think are good reasons for wanting to study medicine? What would you want someone to understand about medicine before deciding to pursue it? Finally, why have you chosen medicine?
A medical career brings significant challenges alongside its rewards. What specific aspects of working as a doctor in the NHS do you expect to find the most difficult? How have your experiences so far prepared you to manage these difficulties? Follow-up: "If you found yourself struggling emotionally with a poor patient outcome, what immediate steps would you take?"
During a hospital placement, you observe a doctor who is highly knowledgeable but struggles to communicate clearly with their patients. What personal qualities, other than scientific knowledge, do you think are most essential for a doctor? How do these qualities directly impact patient safety and care? Follow-up: "Can someone be a good doctor if they lack strong interpersonal skills but have excellent clinical knowledge?"
The medical degree is long and academically demanding. There will be times when the workload feels overwhelming. What specific strategies will keep you motivated during tough times? Can you give an example of a time you used similar strategies to overcome a stressful period? Follow-ups: "What would you do if your usual coping mechanisms stopped working?" "How would you support a peer who tells you they have lost their motivation to study?"
A 16-year-old student tells a healthcare professional that they have been experiencing severe anxiety. They ask that their parents are not informed. They appear able to understand the discussion and there is no indication of immediate danger. How should the healthcare professional approach this situation? What factors should they consider before deciding whether information should remain confidential? Follow-up: "The young person says: 'If you tell my parents, I'll never come back.' What would you do?"
A patient you have met repeatedly during a placement finds you on social media and sends you a friend request. They write: "You've been really kind to me. I'd love to keep in touch." How would you respond? Follow-ups: "What if the patient says they feel rejected?" "What if your account is completely private?" "What if you had already accepted the request without knowing it's them?"
A doctor is treating a patient who needs a particular treatment. The doctor's close friend owns a company that supplies that treatment. The doctor believes the company's product is good but knows there are alternative suppliers. What issues should the doctor consider?
You are volunteering at a youth community centre. A 14-year-old tells you that an older person they know has been sending them messages asking them to keep their relationship secret. They say: "Please don't tell anyone. They'll get me into trouble." How would you respond? Follow-ups: "Would you promise to keep it confidential?" "What if the young person refuses to give you the person's name?" "What if you are unsure whether the situation is actually dangerous?"
You are helping organise a university event. You accidentally send an email containing incorrect information to 200 attendees. You notice the mistake before anyone contacts you. What do you do? Follow-ups: "Would you tell your supervisor?" "What if correcting the mistake makes you look incompetent?" "What would you do differently next time?"
You are volunteering at a community health event. A patient has been waiting considerably longer than expected and approaches you visibly frustrated. Speak to the patient and try to address their concerns.
You are working with a fellow student, Alex, on a group presentation. During rehearsals, you notice Alex repeatedly interrupting another team member and dismissing their suggestions. The interviewer will play the role of Alex. 1. Speak to Alex about what you have noticed. 2. Find out why they are behaving this way. 3. Try to agree on a better way to work together for the rest of the project. Follow-up: "If Alex refuses to engage and walks away, what is your next step?"
You are a student representative. A student approaches you because they received a poor mark. They believe the examiner "must have had something against them." Speak to the student and try to help them.
You are volunteering at a hospital reception desk. A patient's relative approaches you angrily: "Nobody here cares. We've been waiting for ages and nobody will tell us anything." Speak to them and try to address their concerns.
A close friend at university has recently become withdrawn. They tell you: "I'm falling behind on everything. I haven't told anyone because I don't want people thinking I'm incapable." Speak to your friend.
You are helping at a busy healthcare charity event. You have five things to deal with: A. A visitor asks where the toilets are. B. A patient tells you they suddenly feel faint. C. A colleague asks you to help carry boxes to another room. D. A member of the public has been waiting 20 minutes for information. E. You have been asked to complete a form before the end of the afternoon. Put these in order of priority and explain your reasoning. Follow-up: "You go to help the person who feels faint, but the colleague carrying the boxes then tells you they have dropped something heavy on their foot. What happens to your priorities?"
The attached data comes from a student wellbeing project. What do you notice? Which intervention appears most promising? Can you conclude that group exercise caused the improvement? What additional information would you want?
You are the most experienced member of a student volunteering team. Ten minutes before an event starts: two volunteers have not arrived; the registration desk is unprepared; one volunteer is visibly panicking; the event organiser is asking you for an update. What do you do? Follow-up: "What if you realise you cannot solve everything yourself?"
A university introduces a new study-support programme. Year Students using programme Average exam pass rate Before programme 120 68% Year 1 180 72% Year 2 260 75% However, students who voluntarily joined the programme were generally already achieving higher marks than students who did not join. What appears to have happened? Does this prove that the programme improved exam performance? What further information would you want?
A university clinic trials a new triage system. Before: average wait 42 minutes, 15% complaints. After: average wait 30 minutes, 22% complaints. What might explain the rise in complaints despite the shorter wait? Follow-up: What extra information would help you judge whether the new system is actually an improvement?
You are managing a small first-aid tent at a university sports day. Within ten minutes: a runner twists an ankle, a spectator feels faint in the heat, and a child has a minor grazed knee. How do you prioritise, and why?
You are leading a student group preparing a presentation. One member has contributed almost nothing. Another member has taken over most decisions and is becoming frustrated with everyone else. What would you do? Follow-ups: "Would you confront the person who hasn't contributed?" "What if they tell you they have personal problems?" "What does good leadership look like in this situation?"
Your university society has £500 to spend. Your team has proposed: A: £500 on one large social event B: £350 on an educational workshop and £150 on refreshments C: £250 on two smaller social events D: £300 on accessibility improvements and £200 on a smaller event Discuss the options and recommend one.
You are part of a four-person university project. Two members have fallen out. One says: "They're useless. They never do anything." The other says: "They keep controlling everything and don't listen." The deadline is tomorrow. Speak to the students and try to move the team forward.
You are the captain of a university sports team. Just before an important match, two players start arguing over who should take a key role. The argument is loud and it is clearly affecting the morale of the rest of the team. 1. What are your immediate priorities in this situation? 2. How would you mediate between the two players? 3. What factors would you consider when deciding who actually takes the role? Follow-ups: "One of the players threatens to leave the team if they do not get the role. What do you do?" "How would you ensure the rest of the team stays focused on the match?"
You are part of a student committee organising a large charity fundraising event. One member of the team repeatedly changes agreed plans at the last minute. They do not inform the rest of the group when they make these changes. 1. How would you approach this team member to discuss their behaviour? 2. What might be causing them to act this way? 3. How can you ensure the event is still successful without alienating this student? Follow-ups: "The student tells you they had to change the plans because the rest of the committee is working too slowly. How does this change your approach?" "At what point would you escalate an internal group conflict to a supervisor?"
You are working on a university group assignment. The evening before submission, you notice that one section written by another student contains several paragraphs copied almost word-for-word from an online source. The student tells you: "Please don't say anything. I'll change it eventually." What would you do? Follow-ups: "What if the student says they could lose their place at university?" "What if nobody else in the group wants to report it?"
You see this social-media post: "NEW STUDY PROVES STUDENTS WHO DRINK COFFEE GET BETTER EXAM RESULTS. Scientists say coffee directly improves intelligence. Everyone should drink coffee before exams!" The post links to a study of 200 university students in which coffee consumption and exam scores were measured. What concerns would you have about the claim? What would you want to know about the study?
A close friend studying medicine with you admits they copied a section of coursework from another student's old essay, changing a few words. What do you say to them? Follow-up: Does it make a difference if the original student gave permission?
A popular health blog publishes an article with the headline: "New survey shows 90% of patients prefer video consultations over seeing a doctor in person." 1. What specific details about the survey would you want to know before trusting this claim? 2. Why might video consultations appeal to some patients but not others? 3. How could this type of headline influence public expectations of the NHS? Follow-ups: "If the survey only asked patients aged 18 to 25, how does that affect the conclusion?" "What are the clinical limitations of relying heavily on video consultations?"
Tell me about something you initially found difficult but eventually became better at. Explain: - What made it difficult? - How did you respond? How has it become easier for you now? - What have you learned? - How might the experience help you in medicine?
Tell me about a time you changed your opinion because somebody else gave you a perspective you had not considered. 1. Briefly describe the situation and your original opinion. 2. Explain what information or perspective caused you to rethink. 3. Describe how you handled the process of changing your mind. Follow-ups: "Why can it be difficult for people to admit they have changed their mind?" "How important is adaptability when working in healthcare?"
Tell me about a time you had to keep going with a task or project even though you were not seeing quick results. 1. Briefly describe the situation and the goal you were working towards. 2. Explain the challenges you faced and why progress was slow. 3. Discuss what strategies you used to maintain your motivation. Follow-ups: "How do you think this experience applies to a long medical degree?" "What would you do if you realised that your current approach was never going to work?"
Medical students often have to manage intense academic demands alongside personal commitments. Tell me about a specific time when you had to balance several competing responsibilities at once. 1. What were your commitments and why were they competing? 2. How did you prioritise your tasks? 3. What did you learn about your own time management skills? Follow-ups: "What would you do if you realised you were not going to meet an important deadline?" "How do you ensure you maintain your own wellbeing when you are extremely busy?"
Tell me about a time you made a mistake while working in a team, volunteering, or studying with others. 1. What was the situation and what mistake did you make? 2. How did you handle the situation in the moment? 3. What steps did you take to resolve it afterwards? Follow-ups: "Why is it important for medical professionals to admit their mistakes openly?" "Can making an error ever have a positive outcome for a team?"
You have worked hard for an important university examination but you receive a grade that is significantly worse than you expected. 1. What steps would you take in the immediate aftermath of receiving this result? 2. How would you identify what went wrong? 3. Who might you approach for support or guidance? Follow-ups: "What would you do if you discovered the poor grade was due to a specific gap in your clinical knowledge?" "How do you stop a setback like this affecting your confidence in the future?"
Think of a time when you received critical feedback that you strongly disagreed with. 1. What was the situation and why did you disagree? 2. How did you manage your immediate reaction? 3. What did you learn from the experience? Follow-ups: "Is there ever a time when it is appropriate to reject feedback entirely?" "How will you handle receiving negative feedback from a senior doctor on a hospital ward?"
Reflect on a decision you made in an academic, work or personal setting that did not lead to the result you expected. 1. What was the situation and what decision did you make? 2. Why would you make a different choice if you faced the same situation today? 3. What specific lesson did you take away from this experience? Follow-ups: "How do you usually approach difficult decisions when you have limited time?" "In a clinical environment, what should a doctor do if they realise they have made a poor decision?"
Tell me about a time you worked as part of a team to complete a challenging task. Discuss the following: 1. Your specific contribution to the final outcome. 2. How you interacted with other team members. 3. What you learned about yourself as a team player. Follow-up: "If you had to do the task again, what would you change about the way you worked with the others?"
During work experience, you notice that a doctor spends considerably more time talking to one patient than another. The first patient has a straightforward problem, while the second patient has several social and medical difficulties. Another student says: "That's unfair. The doctor should spend exactly the same amount of time with everyone." Discuss this statement. Follow-ups: "Does treating patients equally always mean treating them identically?" "What might influence how much time a clinician spends with someone?" "What limitations might a doctor face?"
You are shadowing on a ward. A junior doctor asks you to help hold a confused elderly patient still so a blood test can be taken quickly, as the patient is refusing and the doctor is running late for another task. How do you respond? Follow-up: What does this suggest about consent in patients who lack capacity at that moment?
You are on a hospital placement. While walking down a busy public corridor, you hear two nurses discussing a patient's recent diagnosis. They mention the patient's full name and specific medical details. Several visitors are standing nearby. 1. What are the immediate issues in this situation? 2. How would you approach the two members of staff? 3. What are the wider consequences of breaching patient confidentiality? Follow-ups: "One of the nurses tells you they were just trying to hand over information quickly because they are understaffed. How do you respond?" "What would you do if a senior doctor was involved in the conversation instead of a nurse?"
Reflect on your work experience or volunteering in a care setting. Please describe a situation where you witnessed a breakdown in communication. Include the following: * Who was involved and what went wrong. * The impact this had on the people involved. * What could have been done differently to prevent the issue. Follow-up: "How has this observation changed the way you communicate in your own life?"
A hospital has funding for only one of two improvements this year. Option A: Improve equipment in an existing service used by 100 patients each month. Option B: Create a new service that could potentially benefit 500 patients each month, but its long-term effectiveness is uncertain. How should the decision be made?
A local general practice notices a steady increase in childhood obesity in their area over the last two years. The practice team decides to set up a community initiative to address this. 1. What role should doctors play in promoting public health outside of their normal consultations? 2. What barriers might the practice face when trying to engage the local community? 3. How could they measure if their initiative is successful? Follow-ups: "Should doctors intervene in lifestyle choices, or is that entirely a personal responsibility?" "How might health inequalities affect a project like this?"
A hospital introduces a new artificial intelligence system. The system analyses patient scans and highlights potential abnormalities for the doctor to review. 1. What are the potential benefits of introducing this technology? 2. What risks or ethical issues might arise from using artificial intelligence in diagnostics? 3. How should a doctor respond if their own clinical judgement differs from the system's recommendation? Follow-ups: "Could a system like this eventually replace the need for radiologists?" "How would you explain an AI-assisted diagnosis to a patient who does not trust computers?"
You are a medical student on a hospital placement. A nurse tells you that the ward is frequently short of staff, leaving the team feeling exhausted and overworked. 1. What are some of the main reasons for staff shortages in the NHS? 2. How does working in a high pressure environment affect patient care? 3. What practical steps could a hospital take to support the wellbeing of its staff? Follow-up: "How do you personally plan to cope with the demands and pressures of working in healthcare?"
Aston places a strong emphasis on GCSE performance and widening participation compared with many other medical schools. Why might this approach appeal to you, and how do you think it shapes the kind of student body Aston has?
Medical schools use different teaching methods. Some rely heavily on lectures, while others focus on group work or early clinical exposure. How do you personally learn best? Why does the teaching style at this medical school appeal to you? Follow-ups: "What challenges might you face with this style of learning?" "How would you adapt if a particular module did not suit your preferred learning style?"
Training to be a doctor involves spending several years living and working in a specific location. Why do you want to study medicine in this particular city? What do you think are the clinical opportunities of training here? Follow-ups: "What healthcare challenges might the local population present to the NHS?" "How would you engage with the local community outside of your medical studies?"
Medical schools offer different environments and student communities. Consider the environment you are looking for in your medical education. * What type of student community do you hope to join? * Why do you feel the community at this medical school is a good fit for you? * How would you contribute to student life here? Follow-up: "If you found it difficult to integrate into a new community during your first year, what steps would you take?"

How to run a mock MMI in school

Set up stations. Use 4 to 6 rooms or corners. Put one printed question on each station, face down.
Pick timings. Many MMIs use about 1 to 2 minutes of reading and 5 to 7 minutes of talking per station. Check each university's page in the bank for its published format, as they differ.
Brief the interviewers. Staff, older students or volunteers can run stations. Give them the question and 3 things to listen for, such as a clear structure, empathy and a balanced view.
Run the rotation. Use one timer for everyone and a clear signal to move on.
Give short feedback. One thing that went well and one thing to change. Students write it on the reflection worksheet below.

Practice session guide for students

Students can run a Quick Practice Session in the bank: choose a topic and 10, 20 or 30 minutes, and the bank picks questions they haven't practised yet. For each question: read it, plan a few key points, answer out loud, listen back, then write what worked and what to change.

Interview preparation checklist

Know each university's interview format (MMI, panel or group) and length.
Be able to explain why medicine and why this university, with real examples.
Reflect on work experience or volunteering: what you saw, what you learned.
Know the basics of medical ethics: autonomy, beneficence, non-maleficence, justice.
Read up on current NHS topics. Our free NHS hot topics guide is a good start.
Practise out loud, ideally with someone listening, not just in your head.
Check the joining instructions, tech set-up for online interviews and travel for in-person ones.

Self-reflection worksheet

Question I practised:

My key points:

What went well:

What I would change next time:

One thing to read up on:

Suggested classroom activities

Ethics pairs (20 minutes). Pairs take an ethics scenario from the bank. One argues each side for 2 minutes, then they agree a balanced answer.
Hot seat (15 minutes). One student answers a motivation question in front of a small group. The group gives one strength and one change.
NHS news round-up (10 minutes). Each student brings one recent health story and explains why it matters to patients.
Role play (20 minutes). Use a role-play station from the bank. One student is the actor, one the candidate, one the observer.

Using video practice safely

Recordings made in the question bank stay in the student's own browser. They are not uploaded to MedicHut. Students can watch, download or delete them at any time. Clearing browser data deletes them. On shared school computers, remind students to delete recordings before they log off.

Get new resources for schools

Leave your details and we'll let you know when we add new free resources. You can also email team@medichut.com.

Looking for UCAT resources? See our free UCAT resources for schools.