TACKLING QUESTIONS

 

This section has been divided into nine themes which commonly arise in interviews. The

questions in italics are common questions. Some questions are followed by advice on how

to approach them. The exact wording of questions between years and between different

interviews may vary, but the general concepts and qualities being tested remain the same.

 

INTRODUCTION – ALL ABOUT YOU

 

This can be the initial ‘ice-breaker’ period where the panel finds out a bit about you. It is

often used to ‘ease’ you into the interview and help you relax. The aim is to obtain an

insight into who you are – your background, your interests, your beliefs.

 

Questions in this section often bring up something that will naturally flow into another

theme – such as personal qualities (eg. leadership skills, teamwork). 

 

This section is a good chance to cover things that may not be covered in other parts of the

interview.

 

Tell us a bit about yourself.

 

This looks like a simple question, but it is one that many people find difficult to answer. You

need to think about your identity – what makes you, you? You may talk about your family,

your interests and your key beliefs. The exercise in the "Philosopy behind Interviews" Guide

will help with this question.

 

It is important to avoid the over-use the words ‘I’ and ‘me’ in answering this question – you

do not want to appear overly self-centred. Try presenting yourself as part of a group

instead of as an individual (eg. ‘My family and I…’, ‘Our basketball team…’).

 

What are your interests / hobbies?

 

Here, the interviewers are trying to determine whether you have a life outside schoolwork

and study. They know you are an excellent student – otherwise you wouldn’t be there.

What they want to know is if you are a well-rounded person with a variety of talents and

skills, for example, that you are involved in sport, music or debating. They also want to

know that you have other interests and involvements, such as theatre, literature or politics.

 

What have you learnt from your involvement in extra-curricular activities?

 

This question takes the preceding question a step further. It may be used to gauge the

depth of your involvement in a particular activity.

 

You say you like sport. What does the way you play sport say about you?

 

For example: Are you competitive? Do you give up easily? Are you a good loser? Do you

back away from a challenge?

 

What is your most valued achievement?

 

This will differ considerably between people. It is important to explain why it is your ‘most

valued achievement’. Is it because it recognised or developed skills within you? Is it

because you worked hard for it? Is it because you learnt about life or made good friends?

 

These questions assess personal qualities such as perseverance, self-reliance and

empathy.

 

What achievements or accomplishments do you take pride in?

 

Tell us about an event that occurred in your life and how it shaped you.

 

Who in your life has influenced you and how?

 

This may include family, close friends, teachers or others who have shaped your life. 

 

SELF AWARENESS

 

Studying and practicing as a health professional can be demanding and stressful. The

interviewers want to know whether you have self-awareness to enable you to cope with

and adapt to challenging situations, and even change aspects of your character if

necessary.

 

Self-awareness is also important for you to deal with patients in an unbiased and effective

manner. As an extreme example, just say you are Catholic and have a strong moral

objection to abortion. A teenage girl comes in saying that she wants to terminate her

pregnancy. Here you must have the humility to recognise that your beliefs may

(intentionally or unintentionally) affect the way you treat her. You should disclose this to

her and offer a referral to another health practitioner.

 

Self-awareness is also something we should have on a daily basis. If you are ill, struggling

to cope with a personal matter or are in an emotional state, for example, you should

recognise that this may impact upon your capacity to treat patients effectively. You should

take some time out, seek help and / or take leave.

 

Failure to recognise and realistically assess your strengths and weaknesses can lead to

poor health outcomes for patients.

 

What are your strengths and weaknesses?

 

Start with your strengths. List two or three important, desirable qualities that you possess.

Try not to choose strengths that most people invited for an interview will have (eg. 

conscientiousness) or strengths that have already been implicitly covered in the interview

(eg. listening skills). Choose strengths that show your maturity and capacity to succeed as

a health professional and health science student. Explore each one thoroughly and give

examples of when your quality was demonstrated (eg. achievements, difficult

circumstances that you have endured).

 

Some examples of strengths include: ability to focus, perseverance, cheerfulness,

knowledge of limitations, modesty, willingness to learn, accepting, quick to learn, genuine,

determined, a good listener, open and open-minded, have high moral standards,

dedicated, resourceful, outgoing, non-judgemental, easy-going, decisive, trustworthy,

friendly, have an interest in people, mature, approachable.

 

Discuss a similar number of weaknesses as you did strengths. When selecting your

weaknesses, choose those that can be improved (perhaps in the medical course), or can be

seen as a strength (eg. being a perfectionist). Discuss why you think it is a weakness, how

it has affected you (give examples), and most importantly, what you are doing to overcome

that weakness. Don’t phrase the weakness too negatively. For example, don’t say ‘I am

emotionally weak’; say ‘Sometimes I find that I become easily emotional in certain

situations.’

 

Think about why you are strong or weak in a certain area. Have you always been that way?

If it is a strength, has it come naturally or have you had to work to perform in the area?

 

To ensure you don’t focus on one aspect of your personality, try dividing your list of

strengths and weaknesses into various realms: intellectual, personality, communicative,

spiritual, emotional, physical. 

 

What would you most like to change about yourself?

 

No one is perfect – everyone has something they would like to change about themselves.

Here it is very important to show that you strive for continuous improvement – i.e. you are

continually trying to make yourself a ‘better person’. This sort of self-assessment is

important as a health professional.

 

Here you might like to relate an example of where a not-so-good aspect of your character

was displayed. It is vital to show that you have learned something from the experience –

firstly so it doesn’t happen again, and secondly so you can change in a positive way. 

 

How would a friend / family member would describe you?

 

Here it can be helpful to actually go and ask a friend or family member to describe you. Ask

them to be honest, and see what they come up with.

 

If you were to ask a group of your friends to describe you in one word, what would that

word be and why?

 

How would you describe yourself?

 

What kinds of friends do you have?

 

It is important here to show that you have a diversity of friends. This will show that you are

an accepting person who is able to get along with a wide range of people. Also, you may

wish to discuss what binds you together - is it your interests, your values, or something

else?

 

Do you think the medical / dentistry course will help you improve yourself?

 

Of course it will! It will give you the chance to expand your knowledge of human health and

illness, improve your communication skills, give you an insight into human nature, allow

you to empathise with others etc.

 

If you got into this course, what aspects of yourself do you think you would change?

 

PERSONAL QUALITIES AND SKILLS

 

Interviewers will often ask you about specific qualities that are viewed as desirable in the

study and practice of the health sciences. Keep in mind that in this section the interviewers

are really asking you: ‘What do people look for in a health professional, and do you have

these qualities?’

 

Teamwork

 

Teamwork is a vital part of healthcare, especially in recent years. If you are a doctor, for

example, you will need to work with a host of other health professionals – specialists,

pathologists, physiotherapists, pharmacists, dentists, naturopaths, nurses – in order to gain

the best health outcome for your patient.

 

Mirroring this, the trend within health science courses (especially medicine) is a move away

from lecture-style learning to a more team-based and collaborative approach (see notes

below). It is therefore important that students have the capacity to work and learn

effectively in a team. One team member who does not pull their weight or who has a

negative attitude towards teamwork has the potential to bring the entire team down,

meaning learning and work tasks for all are adversely affected.

 

In an ideal team, all team members should contribute equally and there should be an

atmosphere where ideas are welcomed and beliefs are respected.

 

Graduate interviews at ANU take a novel approach to testing teamwork by having

applicants take part in an active teamwork situation. They are required to work through a

problem in a team while the assessors watch.

 

Describe a situation where you had to work in a team.

 

You will have been a part of many teams thus far in your life – sporting, volunteer,

leadership, debating, theatre. Draw upon these for examples.

 

Think about a particular group that you were involved in. Were there any problems in the

group? How did you go about handling them?

 

See the section on ‘conflict resolution’ for ideas.

 

What qualities do you need to be a good team leader / team member?

 

Team member:

          Willing to listen

          Willing to contribute

          Respectful and encouraging of others’ opinions

          Has team spirit

 

Team leader:

          Open to discussion

          Able to recognise potential in team members

          Has vision

          Makes difficult decisions

          Approachable and respected by the team

 

What role do you usually take in a group – team leader or team member?

 

Here it is prudent to say that you are flexible to take on either role, depending on the

situation, and give examples.

 

Do you enjoy working individually or in a team?

 

Your response will vary, but generally interviewers are looking for people who are flexible

and able to work both in a team and individually – depending on the situation.

 

What are the differences between working in a team and working individually?

 

Conflict Resolution

 

In the context of medical / dentistry interviews, conflict resolution generally relates to

teamwork. Some form of conflict will inevitably arise in any group situation, and resolving it

in an effective manner is vital.

 

A team brings together a group of people from a myriad of social, economic, cultural and

situational backgrounds who work together to reach a common goal. The advantage of

diversity within a team is that the outcome is often richer because there is contribution

from not just one person, but many people with different ideas and beliefs. However, with

diversity also potentially comes conflict. Conflict can be viewed as something positive that

can potentially enrich the outcome.

 

General principles of conflict resolution involve being non-confrontational, taking the

person aside rather than talking to them in front of others, asking for their perspective first,

trying to encourage effective listening between two quarrelling members, aiming for a

‘win/win’ situation and working with a mediator. 

 

What would you do if a team member was not ‘pulling their weight’?

 

The answer to this question depends on whether you are a team leader or team member –

your response would be different.

 

If you were a team member, the best response would be to talk to the team leader about it

(unless the team member was someone you knew very well). If you were a team leader,

you may consider taking the person aside, stating your observations (ie. them not ‘pulling

their weight’) and asking for their perspective. It is important to work together to come to a

solution.

 

Have you ever had a conflict with someone else or a group of people? How did you resolve

it?

 

We have all had to handle difficult people at some point in our lives. How do you handle

difficult people?

 

Your skills in conflict resolution may also be tested as part of a scenario. Here you will be

given a situation and will be asked how you would deal with it. Think outside the square –

try and be creative with your solutions and demonstrate your lateral thinking skills. Also,

try not to take sides – you should try to remain an impartial arbitrator.

 

Leadership

 

Leadership is important within the health profession. It can manifest itself in various forms,

for example, being the leader of a team, mentoring a medical student or intern, leading a

group of health professionals within a hospital or being the leader of a public health policy

or research unit. Leaders within the health field often have to make difficult decisions, and

take responsibility for their own actions and for those to whom they are responsible.

 

What leadership roles have you held?

 

Please give us an example of when you demonstrated leadership qualities.

 

This may not necessarily be in a recognised leadership position. For example, you may

describe a situation where you took the initiative to resolve conflict within a friendship

group.

 

Please give us an example of a good leader that you know. What made them a

good leader?

 

What skills and qualities are important in being a good leader?

 

Being a successful leader requires several skills and qualities. In summary, a leader must

be able to do two key things.

 

Firstly, they need to set goals. To do this, the leader must be able to listen to team

members to find out what their needs, aspirations and ideas are. The leader must create

an atmosphere where everyone feels they can contribute and feels that their ideas are

valued. The leader must set goals that are visionary and take account of the beliefs of

group members.

 

Next, leaders must motivate group members to achieve those goals. Every team member

should be clear about what they are doing, so the leader must be an effective

communicator and manager who delegates work effectively. Good leaders recognise that

every person has certain attributes, and should develop ways to harness this potential in a

manner which is satisfying to the individual and also helps achieve group goals. The leader

must be able to resolve negative conflict if it arises in the group. He or she must have the

respect of other members of the group in order to do so.

 

Leaders can therefore be described as having the following qualities :

          Have the capacity to make decisions

          Are well respected

          Are confident

          Are good communicators

          Are self-sacrificing

          Are inspiring and visionary

          Are organised

          Have concern for those they are leading

 

In a team situation, how do you get the best out of people?

 

Dealing with Adversity

 

As a health professional and as a student, you will find that sometimes things will not go

the way you hoped. You will have to deal with setbacks and disappointments. You may

have a patient who does not recover despite your best efforts, or you may be knocked back

for a registrar position in the speciality of your choice. The interviewers are looking for

someone who will not collapse under this pressure, but will learn and grow from the

experience.

 

Describe a difficult time in your life. How did you cope?

 

Have you had any disappointments or setbacks in your life? How did you deal

with them?

 

Have you ever had any significant failures in your life?

 

What is your greatest disappointment? How do you deal with disappointment?

 

What is the worst thing that has ever happened to you? How did you deal with it?

 

How do you handle criticism?

 

Here it is important to show that you are someone who welcomes criticism, and views it as

a chance to learn. Criticism has become somewhat of a taboo in our society, and parents,

teachers and even bosses are at loathe to criticise. Therefore, when someone does provide

criticism, you should view it as something positive. Displaying such an attitude in the

interview shows maturity, humility and a commitment to continuous improvement.

 

Of course, if the criticism is emotionally charged and does not reflect reality, you should

not jump into changing your behaviour based on it. It is important to consider the criticism

when you are calm and can think about it in a rational manner. If it is justified, you should

make the necessary changes to your behaviour and / or attitude. 

 

Decision Making

 

Here the interviewers are trying to assess how you go about making decisions – an integral

part of practice as a health professional. In clinical practice, you will need to make a

multitude of decisions every day, some of which may have a dramatic impact upon

people’s lives and quality of life.

 

In particular, the interviewers are interested in how you make decisions with incomplete or

ambiguous information or in difficult situations. As a health professional, you will often not

have all the information you require to make a decision and it can sometimes be conflicting

or vague. Decision-making skills in such situations are particularly important.

 

In the interview, it is important that you talk through how you have made / would make a

particular decision. This may involve discussion with key players or advisors, gathering

information etc. You need to show that you are balanced in your decision making and thus

need to consider the pros and cons of a particular course of action. Also, show that you

consider the consequences of your decision.

 

Give an example of a time when you had to make an important decision. How did you go

about doing so?

 

Give an example of a time when you had to make a quick decision.

 

Give an example of when you had to make a decision based on incomplete information.

How did you go about doing it?

 

What is the toughest decision you have ever had to make?

 

At the age of seventeen or eighteen, this may be a difficult question to answer. However, a

tough decision does not have to be one that involves life and death. Consider these, for

example: leaving home, quitting a job, putting down a pet, ending a relationship or

accepting responsibility for something that went wrong. Describe why it was difficult and

how it made you feel (this shows emotional intelligence). Talk about what factors

influenced your eventual decision and what the result was. Always remember to talk about

what you learnt from your experience – this shows a commitment to reflection and

continuous improvement.

 

Scenario: A new drug is available. In 95% of cases, it can prolong the life of someone with a

terminal illness by 6 months and also improve quality of life. In 5% of cases, however, it

can cause severe complications that will result in a painful death. You are a doctor and one

of your patients has been diagnosed with a terminal illness. They will die a relatively

peaceful death in six months. With the new drug, they may live for 12 months. Do you give

them the drug?

 

It is important to share your decision-making process and not be simplistic in your answer.

You need to consider issues such as quality of life, the wishes of the patient / family

members and likely outcomes.

 

Often the interviewers will extend the scenario further. If you give the patient the drug, for

example, the following might be said:

 

You give the patient the drug, and unfortunately they suffer complications and pass away.

One month later, another of your patients is diagnosed with a terminal illness, and has six

months to live. Do you give them the drug?

 

Stress-management

 

Learning and practicing within the health profession can be stressful. You will have to cope

with high demand for medical care in an area that is often under-resourced. You will be

dealing with sick people much of the time. It is not an easy task.

 

Universities do not want students who will crumble under the pressure or quit the course.

They want students who understand that the health profession is a challenging and

stressful one, but who also have the skills to cope with it.

 

The first step to dealing with stress is recognising that you are in fact stressed. The

interviewers want to know that you are a person who is aware of their own health, and

realise that poor physical or psychological health can be detrimental to performance. This

is a vital skill as both a student and a health professional.

 

Interviewers also want to know that you can deal with stressful situations and have

developed strategies to cope.

 

Can you tell when you are stressed? How?

 

How do people know when you are stressed?

 

What strategies do you use to deal with stress?

 

These may include exercise, meditation, relaxation techniques, writing in a journal, taking

time out to spend time with friends and family, engaging in a hobby or playing a musical

instrument.

 

How do you handle / cope with stress?

 

 

Community-Mindedness

 

As a health professional, you will have a greater obligation to society than the ordinary

layperson. You will have skills that have the potential to significantly improve the quality of

life of people and even save lives. It is therefore important that you are someone who is

community-minded and has a social conscience.

 

If you have not done much community / volunteer work, now is the time to get some. Keep

in mind that community work doesn’t have to be something profound; it can mean the

simple act of fundraising or talking to residents at a nursing home.

 

Tell me about a time when you have helped someone.

 

Have you ever done any volunteer / community work?

 

In what way are you involved in community service?

 

DO YOU KNOW WHAT IT TAKES? (MOTIVATION)

 

This section of the interview is designed to evaluate whether you know what it takes to be

a:

 

1.      Health science student

 

2.      Health practitioner

 

This requires you to reflect realistically about what it means to be a health science student

and practitioner. Often people have a romantic view of what health professionals do based

on little more than episodes of ER and Scrubs.

 

The interviewers want to know that you have thought about what is involved in the course

and know what you’re in for at the end of it. They don’t want to spend significant resources

on a person who will drop out in the end. They also want someone who is applying for the

right reasons – not for the money, prestige or because the family expects it. 

 

It is vital that you show a high level and quality of motivation for studying your chosen

course. Often medicine and the health sciences are not all they cracked up to be – the

course is often more difficult and intense than imagined and the actual profession not as

ideal as expected. You therefore need to show that you have a realistic view of what it

means to be a doctor and a health science student.

 

You will also need to show a track record of desire and action. If your desire to do this

particular course started five years ago, the interviewers will want to know what you have

done since then to fulfil this desire. Prove to them that you have had a lengthy wish to do

the course, and show how intense your desire is by showing what actions you have taken.

 

Remember that anyone can say ‘I’m really interested in working in a rural area, or in an

Aboriginal community’, but the interviewers are not likely to take much notice of it unless

you can show evidence (eg. through examples of work experience, volunteer work, visiting

such communities or research).

 

Also remember that your true motivation can be revealed in an interview situation without

you knowing it. For example, if you use words like ‘Medicare’ and ‘cardiologist’ rather than

‘heart doctor’, you are already displaying that you have an interest in medicine.

 

In this section in particular, it is important that you exude enthusiasm and passion.

 

Why do you want to be a doctor / dentist?

 

This is an age-old question that will undoubtedly come up in every health science

interview. It even comes up in interviews for intern and registrar positions! For this reason,

it is vital that you don’t say what everyone says: ‘I want to help people.’ While this is likely

to be your key motivating factor, try not to state it in such a clichéd way. Think of a

different way to express it, and in a manner which conveys your individuality and

uniqueness.

 

If you or any of your family members have had to deal with a severe illness, you might

bring it up here.

 

Remember to talk about the developmental history of your desire. Think about when you

first started thinking about the career, what made you consider it and how your attitudes

towards it have changed.

 

Some examples of what successful students have said are:

 

          I have a desire to ‘help people’ (but said in a much more interesting manner)

          I believe the profession is worthwhile: it’s a calling, not just a job

          I find the work interesting. I have an interest in science, the human body, people

and / or human nature

          I am well suited to the profession (explain why)

 

Who influenced your decision to do medicine / dentistry?

 

These people may include your doctor, teachers or people you have met on work

experience / during volunteer work. You can mention your parents or family members, but

remember to avoid giving the impression that you are doing medicine simply to perpetuate

the family tradition or because your parents want you to.

 

When did you first decide you wanted to be a doctor / dentist and why?

 

What have you done to demonstrate your desire to become a doctor / dentist?

 

What are the advantages / disadvantages of medicine / dentistry?

 

This question is trying to assess whether you have a realistic view of what medicine is

about. Remember that the interview is not the place to be idealistic – this will suggest

immaturity and unrealistic expectations of the career.

 

It is important to show that you know about the 'bad' side of being a health professional,

yet you still have an unquenchable desire to be one – this will truly display your

motivation. 

 

Some examples of advantages:

          A rewarding career, playing a positive role in society

          Working with people

          Interesting – working with a variety of people and different medical conditions

          Exciting with new developments and research

          Challenging

 

Some examples of disadvantages

          Stressful

          Difficult to balance work and family commitments

          Years, financial cost and intensity of training

          Difficulties such as the cost and stress of medical litigation, limited time and

resources, the inability to treat / cure some diseases

          Emotionally demanding: constantly seeing people at their sickest

 

When asked about ‘disadvantages’, it might be helpful to say something like ‘I don’t

necessarily view these as disadvantages, but rather challenges.’

 

What are the best / worst things about being a doctor / dentist?

 

What do you know about being a doctor / dentist that makes you want to be one?

 

Have you thought about what being a doctor / dentist means?

 

Explain your understanding of a career in medicine / dentistry.

 

What do you think are the special challenges that you will encounter in your medical /

dental studies?

 

What would bother you most about studying medicine / dentistry?

 

How would you react if you did not get into this course?

 

Here you might say something like, ‘I would be very disappointed, but I would consider

where I went wrong and work towards remedying that so I have a greater chance of being

successful next year.' In this way, you are demonstrating both your commitment to

improvement and your genuine desire to become a doctor / dentist.

 

What will you do if you do not get into this course?

 

Here, the interviewers are trying to determine if you have really thought about the options

and possible outcome of your application. Some responses may be:

 

          I will take the year off and try again next year.

 

          I will commence another health science course (eg. Bachelor of Science, Bachelor

of Health Science) and try again next year.

 

          I will commence another health science course and try to get in through graduate

medical entry.

 

Why medicine / dentistry rather than another career?

 

You say you want to help people, so why not become a nurse or do physiotherapy?

 

Some ideas are:

 

          As a doctor, you will have greater responsibility in caring for patients (eg. decision-

making)

 

          There are more opportunities for specialisation in medicine

 

          Physiotherapy deals with a limited area of healthcare, whereas medicine tends to

treat the whole person (a ‘holistic’ approach)

 

What qualities do you have that will enable you to become a good health professional /

health science student?

 

The interviewers want to know that you have thought about what is involved in being a

health professional, and what qualities you will need to have. Try writing up a profile of the

ideal health professional / health science student and think about whether you have these

qualities (and more importantly, how you can demonstrate them in your interview).

 

What qualities should a good doctor / dentist have?

 

Where do you see yourself in five / ten years’ time?

 

Universities want students who have thought carefully about the course and the

implications of the course on their future personal and professional life. Show that you are

a person who knows where they are going and has clear direction in their lives. 

 

In answering this question, make sure you cover your family, career and other long-term

goals.

 

What do you want to specialise in?

 

After your five or six year undergraduate medical course and one year of internship, you

will need to start making a decision about specialisation. Today, even General Practice is

considered a specialty, requiring an extra four years of training. Other specialities may

include cardiology, rheumatology, ophthalmology, orthopaedics, oncology, gynaecology,

obstetrics, general surgery, paediatrics and geriatrics.

 

Do you understand how many years of training are involved in specialising in the field

medicine?

 

What do you hope to get out of studying medicine / dentistry?

 

Would you ever put your patients ahead of your family?

 

WHY US?

 

There are many universities that offer the course of your interest in Australia . The

interviewers will want to know why you want to study this particular course in this

particular state. They want to know that if they offer you a place, you will accept it. This

question arises in many interviews. To answer it effectively, you will need to do a bit of

research into three key areas: a) the state b) the university and c) the specific course (see

below).

 

What contingencies have you made to move interstate if you get in? How do you

plan to support yourself?

 

If you really want to get into an interstate university, you will have put some thought into

this. Do a bit of research: find out what facilities are available for interstate students at the

university (eg. Halls of Residence) and know what interstate students need to do to

‘establish’ themselves in their new state.

 

Why do you want to study at this university?

 

Why do you want to study medicine / dentistry at this university, rather than any other

university?

 

Tell us what you know about the medical / dentistry course at this university.

 

The state

 

If you are living in the state in which the university is based, this will be relatively easy.

 

Interstaters tend to be at a disadvantage, for two key reasons. Firstly, it is harder to justify

why you would move to another state to study at a particular university (especially if your

own state offers a similar course). Secondly, universities are often under pressure from the

community to choose local students, and therefore prefer students from within the state.

 

In light of this, if you are an interstater it is probably not a good idea to volunteer this

information.

 

If you have a chance to visit the city, great, if not, it may be helpful to talk to friends /

family who live there to get a general impression of it.

 

The University and specific course

 

There are many sources of information about universities and courses. The following is a

list of resources that students have found useful.

 

          The university website. This is a rich source of information which generally covers

all aspects of the university and course.

 

          University brochures. It is important that you gain a copy of the official brochure

for the course(s) you are considering, and that you read them in full. You can

obtain this by phoning the admissions officer of the particular course, or by visiting

the university.

 

          Admissions Officer. You should personally contact the admissions officer for each

course you are considering. They are often the best source of information,

especially on selection procedures.

 

          Present and past students. Obviously, it is more useful if you talk to students who

are doing the particular course you are interested in, but even students in other

courses can provide valuable information that cannot be accessed elsewhere (eg.

clubs at the university, the grounds, or the atmosphere). Furthermore, if you

mention the fact that you have spoken to past students, the interviewers are likely

to view you as motivated and keen.

 

          The university itself. If practical, you may find it useful to visit the university to get

a feel for it and to gain more information from students, staff or literature.

 

          Your careers teacher. Your careers teacher may be able to provide you with

information such as brochures and contacts of past students at your school who

are completing a particular course.

 

You are likely to gain more information than you need from these sources, so it is

important to be selective. The following lists outline what topics you should be researching,

as these topics often come up in interviews either explicitly or implicitly.

 

What you should find out about the university:

 

          Its ethos or guiding principles

 

          Its general feeling or atmosphere

 

          Any current news within the university or faculty (eg. research)

 

          Clubs and societies both related and unrelated to the course of your choice

 

What you should find out about the course:

 

          What is unique about it. For example, James Cook University medicine has a focus

on tropical, rural and Indigenous health.

 

          The course structure. For example, most medical courses are divided into clinical

and pre-clinical years. They may take between five and six years to complete.

 

          The content of the course. For example, the Monash University medical course is

divided into four themes: personal and professional development, the scientific

basis of medicine, clinical skills and health knowledge and society.

 

          Any other relevant or interesting information. For example, Adelaide University

offers 'selectives', where you are given the opportunity to study courses unrelated

to medicine.

 

Link the course and the university to your own interests, values and principles and show a

genuine interest in the university and course. While it is difficult to talk enthusiastically

about the history of a university for example, it can be done. For example, many people

say they love the rich, historical architecture of the University of Western Australia, and

that it creates a unique atmosphere.

 

Structure of medical school courses

 

It is important that you gain some understanding of key aspects of health science courses,

discussed below. Dropping a few terms in the interview can show that you are keen and

have intimate knowledge of the course.

 

Integrated curriculum

 

In the past, health science courses were divided up into various subjects – you would study

anatomy, biochemistry, pathology, radiology in your early years, and when you reached

your clinical years you would suddenly have to pull together all this knowledge and put it to

use. Now, medical courses are ‘integrated’. This means different things for different

universities, but basically it means that all these areas are put into one subject – medicine.

Your learning is generally case-based: you learn about an illness through a particular case

and examine it from all sorts of perspectives – the biochemical basis, possible

investigations, sociological and legal issues etc.

 

Problem-based learning (PBL)

 

Most medical schools use the PBL (or PCL – Patient Centred Learning) as the basis of their

learning. Students are generally divided into small groups. At the start of the week, the

group receives a case that describes a particular patient who presents with a particular

medical condition, and a wide range of sociological issues as well. The students are

encouraged to hypothesise about the possible condition and the treatments etc. that could

be provided. Throughout the week, they are encouraged to do individual research and

participate in lectures and tutorials that aim to ‘fill gaps of knowledge’. At the end of the

week, the group re-assembles and the students share what they have learned.

 

Clinical experience

 

Medical schools nowadays are exposing students to hospitals and healthcare facilities at a

much earlier stage. In some universities, you will be exposed to a hospital within the first

couple of months of beginning the course. Furthermore, you are likely to be based solely in

a hospital quite early in your degree – at Monash University you only spend two years of

the five year degree on campus.

 

Self-directed learning

 

As a health professional, you will need to constantly update your knowledge to ensure that

your treatments are the most up-to-date and effective for your patient. Medical research is

constantly producing new drugs, therapies and ways of thinking about disease, so it is vital

that health professionals are ‘life-long learners.' As such, health science courses are

developed to encourage independent and self-directed learning. This is the opposite of

being ‘spoon-fed’, which can occur in high school.

 

CURRENT ISSUES IN HEALTH

 

General Knowledge

 

In some interviews, you will be asked to discuss current issues in health, whether

nationwide or in your particular state. The interviewers are attempting to find out whether

you have knowledge of the system in which you will soon work. If you do some research

and answer these questions effectively, you will show that you have a high degree of

general knowledge and an interest in social and political issues affecting healthcare.

 

You should watch the news or read newspapers regularly so you are aware of current

issues. It can be useful to keep a scrapbook of newspaper clippings that you can refer to

before your interview. It may also help to do a bit of research. Some current health-related

issues are:

 

          The shortage of doctors in rural and remote areas

          Falling bulk-billing rates

          Medical indemnity insurance

          Hospital waiting lists and funding

          Indigenous and Maori health

          Role of medical research

          The ageing population

 

What are some current problems with the health system?

 

What do you see as the biggest challenge facing the field of medicine?

 

If you were appointed the head of Queensland health, what would be your priorities? What

problems might you encounter when you carried out these tasks?

 

What is of special concern to the health of Tasmanians in comparison to other states?

 

Medical Research

 

What is the role of research in medicine?

 

Without research, medicine as we know it would not exist. Research has the potential to

improve the lives of thousands of people all over the world. In Australia especially, it is

highly underrated. Some have argued that if you really want to help people, research is the

most effective way to do this.

 

The aim of research is to discover and develop new treatments, and improve existing ones.

 

Give examples of medical research and the impact this has had on the field of medicine.

 

This will involve you doing some research. If you can find an example of a significant

medical discovery from the university you are applying for, even better!

 

One example to get you going is the Cochlear implant, which was developed in Australia. It

completely changed the way we treat hearing disorders, and dramatically improved the

lives of hearing impaired people across the world.

 

Rural Health

 

We constantly hear in the media about the shortage of health professionals in rural areas.

Many rural communities have identified having a local GP as high on their list of priorities.

In response to this, the government has introduced a variety of measures, one of which is

to encourage medical students to work in rural areas on the completion of their degree.

The Medical Rural Bonded Scholarship and Rural Bonded Scheme are examples of these

initiatives.

 

Following from this, interviewers are likely to look positively upon candidates who show an

interest in rural health and recognise both the advantages if it and challenges that it poses.

 

As a health professional working in a rural area, you are likely to face a variety of medical

problems without the usual resources and specialists for consultation and referral. This will

mean you will have to be self-sufficient and experienced in a wide range of medical

disorders. Medical practitioners in rural areas are usually highly regarded and important

members of the community and generally gain significant satisfaction from assisting those

who need it most. The lifestyle of rural areas is a further attractive feature, for example the

lack of traffic and pollution and the natural beauty of the country.

 

However, working in a rural area poses significant challenges to medical practitioners. The

distance from urban centres can be personally and professionally difficult to cope with.

Lack of hospitals and back up services can be frustrating. Limited job opportunities for

spouses and educational opportunities for children can be another concern.

 

Are you prepared to work in rural areas?

 

What is your attitude towards rural medicine?

 

How do you feel about working in a rural area?

 

What problems do you foresee for a doctor working in a rural community?

 

What would be the advantages and disadvantages of working in a rural setting?

 

Indigenous and Maori Health

 

Indigenous and Maori health poses a major challenge for medical practitioners and policy

makers. Compared to Australians nationally, Indigenous Australians have a poor overall

standard of health. Life expectancy is significantly lower, and rates of heart disease,

diabetes and substance abuse is significantly higher among Indigenous people.

 

The cause of poor health is complex, tied to the historical abuses that have taken place

along with social and economic disadvantage. Cultural differences and negative attitudes

pose major barriers to bringing about effective reform.

 

What is your attitude towards Aboriginal health?

 

What challenges do you think you would face if you worked in an Aboriginal community?

 

What are some particular issues involved in Maori health today?

 

 

COMMUNICATION, EMPATHY AND REASONING SKILLS

 

Interviews will often involve ‘mini-tests’ that assess various skills that are important in

being a health practitioner. For example, for Oral Health at Sydney University, applicants

will need to take part in a manual skills test. Typically, however, these tests will assess

listening skills, the capacity to communicate, empathy and reasoning skills.

 

Detechnicalisation

 

In this type of question, the interviewee will be required to explain a difficult and technical

concep in simple language so that a layperson would be able to understand it.

 

In today's world, patients must fully understand their illness and the various options to deal

with it. As a doctor, will have spent up to fifteen years or more training to become a

specialised health practitioner, and you will need to convey this knowledge to someone

who may not have finished high school. The capacity to detechnicalise is thus a vital skill.

 

This part of the interview does not intend to test whether your explanations are technically

correct to every detail – it aims to test whether you can convey fundamental concepts in

easy-to-understand language.

 

Following are some pointers:

 

          Explain the concept as if you were talking to a child

 

          Do not assume any technical knowledge

 

          Use analogies and examples to simplify your explanation and aid understanding

 

          Avoid using other technical terms in your explanation. If you have to use them,

make sure you explain them as well

 

          Practice! Explain concepts to family members or friends. If they really do have

very little idea of what the term means, even better!

 

Please explain the concept of … as if you were talking to a layperson / non-specialist

audience.

 

This is Mr … [points to one of the panellists], and he has no special knowledge of

Chemistry. Please explain the concept of … to him.

 

You are a radio announcer. Please describe the term … to your listeners in simple terms

using only your voice [ie. no gestures allowed]

 

You may be given a brief, technical description of the term or an image. Terms are often

drawn from year 12 Chemistry (since this is a prerequisite for entry into many courses), but

can be of a more general nature (for example, at UQ in the past students have been asked

to describe both a scientific and non-scientific term).

 

Some terms are easier to explain than others, and it is often a matter of luck as to which

one(s) you get. If you are given a choice, choose carefully. Some of the ‘simpler’ terms may

actually be harder to explain. It is vital that you take some time to choose and think about

the term before launching into your answer.

 

If you have not been able to explain the concept effectively, you may be asked to repeat

the exercise. If you have no idea what the term means, you can ask for another term, but

this should only be used as a last resort.

 

Some scientific terms that have come up in the past include:

 

          Rusting

          Solution

          Electrode

          Buffer

          Denaturation

          Nucleus 

          Catalyst

          Detergent

          Molecule

          DNA

          Surface tension

 

Some non-scientific / socio-political terms that have come up in the past include:

 

          Social class

          IQ

          Jargon

          Personality

          Statistical significance

          Peer group pressure

          Stereotyping

 

Feedback

 

Ensuring patients understand their illness and treatment regime is essential if they are to

adhere to it effectively. It is therefore important that you have techniques for checking that

a person has understood what you have tried to explain to them.

 

You have just explained to your younger sister how to set up an email account. How do you

make sure she understood it?

 

Some ideas are:

          Ask her to relate back to you what she understood

          Ask if she has any questions

          Ask her some key questions to assess understanding

          Follow up after she has completed the task and see if she had any difficulties

 

Debating a Topic

 

In the interview you may be asked to argue and defend a point of view. This skill is

important in both the study and practice of health sciences. You will be learning in a group

environment, and will need to know how to discuss and debate issues with your peers in an

objective and constructive manner. Later, as a health professional, you will often need to

justify your decisions. The patient, family and other health professionals may challenge

your judgement, and you need to present the evidence while considering any opposing

arguments objectively. 

 

You may be given a list of topics to choose from, or the issue may arise out of general

discussion or even a newspaper clipping.

 

It is vital that your arguments are coherent, persuasive, solid, and backed up by evidence.

To do this, you must have thought about the issue in-depth. This is difficult to do in the

interview, so you should try to clarify your point of view on some key issues beforehand (a

list can be found below).

 

Take a stance; don’t ‘sit on the fence’. If you do, you will only frustrate the interviewers,

who will eventually force you into taking a position. This does not mean you should take an

extreme view, unless you have solid arguments to back it up. Generally, a moderate view

argued strongly is the best option.

 

Make sure you mention the opposing viewpoint to show you have considered all sides of

the issue. A good technique to use is rebuttal. It shows you have considered the opposing

viewpoint, it is a powerful tool of argument and it reduces the extent to which the

interviewers can challenge you.

 

The interviewers will often have a list of counter-arguments, and will play devil’s advocate

to attempt to change your view. It is important to acknowledge and appreciate the

opposing argument, but show why your argument is superior. You should always conduct

yourself in a calm and respectful manner – don’t lose your cool, get flustered or take it

personally.

 

Some examples of topics that you may be asked to debate are:

 

          Abortion

          Euthanasia

          Capital punishment

          Genetics and cloning

          Stem cell research

          Alternative medicines

          Taxpayers subsidising healthcare / medicines

          Government sponsorship of research

          Terrorism

 

Sagas

 

Sagas are 'mini stories' or scenarios, and assess many abilities: your listening skills, your

ability to select relevant information, your memory skills, your integrity, your conflict

resolution skills and your capacity to be empathetic and non-judgemental. These skills are

vital aspects to being a health professional.

 

As a health professional you will often have to listen to a complex medical history from a

patient or colleague and make decisions or assessments based on it, on the spot. You will

also need to put yourself into the situation of a patient and empathise with them – this is

critical to establishing rapport.

 

In these tasks, it is particularly important to be non-judgemental. It is important to realise

that we are all different – we all have a variety of life experiences, personalities, beliefs,

attitudes and lifestyles. One is not better than another, they are simply different.

Remember that all interviewers are looking for caring, accepting and broad-minded

doctors.

 

Be aware that the interviewers will be observing your body language and facial expressions

during this time – make sure they are appropriate to the story and your response.

 

Generally the interviewer will either read out a passage, or will give the interviewee a

written version of it, or both. The interviewer will then ask some questions about the

passage.

 

The sagas may or may not be health related. They are similar in some ways to the

scenarios presented to you in section 2 of the UMAT.

 

Following are some examples of sagas that have been presented to candidates in the past.

 

Mrs Wright’s Estate

 

Mrs Wright is a wealthy elderly widower who lives in Scotland. She had a housekeeper,

Susy, who had worked for her for decades. The last time her family members visited her in

Scotland, she had a hearing aid fitted and was often very irritable. When Mrs Wright died,

her family expected that part of her wealth would be left to Susy. However, the entire

estate was left to her son, Jeremy. Jeremy felt that Susy had been paid well as an employee

of his mother and did not feel that Susy was entitled to any part of the wealth. Jeremy’s

wife, however, felt that Susy had been a loyal, trusting and devoted friend of Mrs Wright

and that she should have received at least some of the estate. They both felt that there

might have been some reason why Mrs Wright had not left any money to Susy; a reason

that they did not know about. They were both unsure of what to do.

 

Please summarise the story.

 

This is often the first question that is asked in any saga. You should summarise the story in

no more than 2 or 3 sentences – don’t repeat it verbatim. It is important that you use your

own words and push some of the ideas to show that you have thought about it. The

interviewers are not looking for someone who parrots off bits of information, but someone

who listens actively and thinks about the key points in the scenario.

 

What are the major issues in the passage?

 

At Flinders University for example, you may be required to summarise the scenario on a

whiteboard, guiding the interviewers through the major issues.

 

What is the significance of Mrs Wright having a hearing aid?

 

What sort of mood was Mrs Wright in when they visited her?

 

What was the relevance of the fact that Mrs Wright’s estate was substantial?

 

Would the situation have been different if Jeremy had siblings? Why?

 

Your Friend

 

Huang is a good friend of yours. He is friendly and a committed student, but you never see

him out of school. When you ask him about this he tells you that his parents will not let him

go out after school under any circumstances.

 

What do you do for him?

 

It is important that you understand that things are different for Huang and not make any

judgements about his parents. His parents may have all sorts of motivations for creating

such rules – maybe they are concerned about his safety, for example.

 

Try to think of practical and creative solutions to the problem.

 

Energy drinks

 

Energy drinks contain high amounts of caffeine. Caffeine is a central nervous system

stimulant, which can increase a person's state of arousal. One Friday night, Chris drinks

several energy drinks in succession, then damages a parked vehicle. When taken to the

police station, he blames the energy drinks.

 

Why do you think energy drinks are so popular among young people?

 

Some things you could discuss are the advertising campaigns targeted at young people,

the need to be ‘awake’ so you can fit more into your day and the wish to get ‘high.'

 

Do you think Chris’ excuse is a valid one?

 

How would you let people know that drinking these drinks in excess is not a good idea?

 

This is a question on health promotion. Some ideas you might come up with include using

media and youth forums, with the overriding aim to educate and change the attitudes of

those at risk (young people).

 

The boy and the mother

 

In some interviews, you may even be given a picture. One question that has come up in

UWA involves a picture of a boy and his mother sitting in an alley. Both look forlorn.

 

What do you think the boy would be thinking?

 

What do you think his mother would be thinking?

 

What do you think his grandparents might be thinking?

 

If you were his doctor, what would you do?

 

You might think about getting the pair in contact with community services for housing,

family and support service facilities.  

 

CONCLUSION

 

At the end of the interview, you may be asked if there is anything else you would like to

add that was not covered in the interview, and / or whether you have any questions for the

interviewers.

 

Do you have any questions of us?

 

It is a good idea to prepare something to ask, as it shows you are keen. Don’t ask

something that can be easily answered by reading the University’s course guide or looking

on the internet. Ask something technical about further study, study in rural areas,

combined degrees etc. 

 

Do you have anything else to add?

 

Here you may say something that has not been covered or given enough emphasis in the

interview. Leave the interviewers with a positive final impression of you.

 

THINGS THAT MAY THROW YOU OFF BALANCE

 

Interviewers may occasionally throw in a question that is unexpected or behave in an off-

putting way. These techniques may be used to gain specific information and / or to see how

you react to stressful or unexpected situations.

 

The most important thing is not to lose your cool – maintain your composure and

professionalism.

 

Have you ever cheated or helped a friend to cheat?

 

Where are you from?

 

Have you been to any preparation courses for the UMAT or interviews?

 

What is the last movie you saw?

 

Do you seek friends who will laugh at your jokes, and what does this say about you?

 

Have you ever been to a hospital?

 

Why don’t you want to get into medicine in your own state?

 

If there is something in particular that attracts you about the medical course (eg. you like

the idea of completing another degree before your medical degree as in Melbourne

University), say this. Otherwise, you might say things like, you want to become more

independent and experience a new environment.

 

 

The nasty interviewer

 

In most interviews, the interviewers are kind and friendly. However, occasionally, you may

come across an interviewer who is hostile or argumentative. Do not get thrown off balance.

Make sure you give each person equal attention and eye contact – don’t just focus on the

‘nicer’ one.

 

In some parts of the interview, you may feel that an interviewer(s) is challenging

everything you say. This can be quite disconcerting. It is important to realise that this is

part of the interview process. The examiners are testing whether you are able to defend

your point of view and able to do so without losing your cool.