GMC GUIDLINES
- Knowledge, Skills, and Performance
Doctors must:
- Make patient care their primary concern.
- Provide good standard of practice and care.
- Keep knowledge and skills up to date.
- Recognize and work within their competence limits.
- Contribute to and support teaching and training others.
- Prescribe drugs and treatments safely.
- Use guidelines and evidence-based practice appropriately.
- Safety and Quality
Doctors must:
- Take prompt action if patient safety is at risk.
- Protect patients from risks that could arise from your own or others’ conduct.
- Respond to errors and near misses openly.
- Raise concerns about patient safety, poor practice, or misconduct.
- Review and reflect on their practice to improve quality of care.
- Communication, Partnership, and Teamwork
Doctors must:
- Communicate effectively with patients and colleagues.
- Listen to patients and respect their views, concerns, and preferences.
- Share information to support continuity of care.
- Work collaboratively with colleagues, respecting their contributions.
- Respect patients’ confidentiality, except where disclosure is required by law.
- Maintaining Trust
Doctors must:
- Be honest and trustworthy.
- Act with integrity, avoiding conflicts of interest.
- Treat patients fairly, without discrimination.
- Maintain professional boundaries.
- Uphold public confidence in the profession.
NHS core values
- WORKING TOGETHER FOR PATIENTS- Patients come first in everything we do
respect and dignity. - WE VALUE EVERY PERSON – whether patient, their families or carers, or staff – as an individual, respect their aspirations and commitments in life, and seek to understand their priorities, needs, abilities and limits
- COMMITMENT TO QUALITY OF CARE- We earn the trust placed in us by insisting on quality and striving to get the basics of quality of care – safety, effectiveness and patient experience right every time
- COMPASSION- We ensure that compassion is central to the care we provide and respond with humanity and kindness to each person’s pain, distress, anxiety or need
- IMPROVING LIVES- We strive to improve health and wellbeing and people’s experiences of the NHS
- EVERYONE COUNTS- We maximise our resources for the benefit of the whole community, and make sure nobody is excluded, discriminated against or left behind.
Simple ways to analyse the data
1) Assessing the Data Type
2) Look At The Title And Axes
3) Look at any trends in the data
4) Look for Patterns
5) Contextualise the Trends
More detail onto how to interpret an answer
1) Assessing the Data Type
As soon as you’re presented with the data, quickly ascertain its type. Is it a graph, a table, or a chart?
Identifying the format is the first step in tailoring your approach to interpretation. Different data types require different analytical strategies, and recognising this helps in focusing your review efficiently.
2) Look At The Title And Axes
Pay close attention to the title and any accompanying text as well as the axes.
The title often provides essential context, helping you understand the overarching theme of the data.
Legends or keys, especially in complex charts or graphs, are crucial for decoding what different symbols or colours represent.
If the data is in graph format, examine the axes carefully. Determine what each axis represents and the units of measurement used. This understanding is fundamental to interpreting the data correctly.
For tables, look at the column and row headings to comprehend how the data is organised.
3) Look at any trends in the data
Begin with a general scan of the data. Whether you’re looking at a graph, chart, or table, try to get a sense of the overall direction or pattern.
Are the values increasing, decreasing, or remaining relatively constant over time?
In a table, are there consistent changes across rows or columns?
4) Look for Patterns
Once you’ve got a grasp of the overall trend, delve deeper to identify specific patterns.
This could be fluctuations, spikes, dips, or plateaus in a graph.
In a table, it might be a sequence of values or outliers that break the pattern.
5) Contextualise the Trends
Context is king when it comes to data interpretation. This is the part that will set you apart from other candidates.
Relate the trends you see to the context provided by the title or any accompanying text. If the data is about patient recovery rates over several months, an upward trend might indicate improving health outcomes.
Make some reasonable suggestions or evaluations that explain WHY this trend may be occurring. Try to avoid making definite statements, but ensure that you are simply explaining possibilities that may underline the trends seen in the data.
How to actually answer an answer
1) Starting with a General Overview
2) Delving into Specific Observations
3) Relating Observations to Context
Concluding with a Summary
How to actually answer in more detail
1) Starting with a General Overview
Begin by providing a brief overview of what the data represents. This should be a concise yet comprehensive introduction to what you’re observing in a few sentences.
For instance, you might start with:
“This is a line graph [state what type of graph you are looking at] showing the prevalence rates of type 2 diabetes over time. The x-axis represents the years, ranging from 2010 to 2020, while the y-axis shows the percentage of the population diagnosed with diabetes. Overall, it appears that the prevalence rate of type 2 diabetes has been gradually increasing over the decade.”
👉🏻 Read more: NHS Hot Topics in Medicine 2024
2) Delving into Specific Observations
After your initial overview, delve into more detailed observations. This is where you can start to describe specific trends, anomalies, or patterns you notice in the data.
It is a good idea to reference exact data points here to show that you have engaged with the data. Keep this descriptive, there is no need for actual interpretation yet here.
For example:
“Looking at the graph in more detail, there’s a noticeable spike in the prevalence rate around 2015, where it peaks at 18%. After this peak, there seems to be a gradual decline, with the prevalence rate stabilising around 15% towards the end of the decade.
Additionally, the earlier years show a steady but slow increase in prevalence rates, while the latter half of the decade, particularly leading up to and slightly after 2015, demonstrates a more rapid increase. This suggests a significant change in factors affecting diabetes prevalence during this period.”
3) Relating Observations to Context
Next, relate your observations to any provided context or your scientific knowledge. This part of your answer should demonstrate your ability to interpret the data in a meaningful way.
This is where you can try to evaluate what you are seeing.
Remember that you are applying to study medicine, so many of these graphs will be vaguely medical too. Use your knowledge of biology and chemistry to help with this.
You might say:
“The spike in diabetes prevalence observed in 2015 might be attributed to several key factors.
Firstly, changes in diagnostic criteria during this period could have led to more individuals being diagnosed. Secondly, there may have been heightened public awareness due to increased health education and screening programmes, leading to more people seeking medical advice and getting diagnosed.
Additionally, significant lifestyle changes within the population, such as increasing rates of obesity due to dietary habits and more sedentary lifestyles, are likely contributors.
The overall upward trend in diabetes prevalence over the decade aligns with the global obesity crisis and a shift towards more sedentary lifestyles, exacerbated by urbanisation and modern working habits. This trend is alarming and signals an urgent need for public health interventions focused on promoting healthier diets, increasing physical activity, and improving awareness about diabetes risk factors.
The data, particularly the sharp increase around 2015, underscores the impact of lifestyle and healthcare policy changes on public health outcomes.”
Concluding with a Summary
Finally, conclude your response with a summary that encapsulates your key observations and interpretations. This should tie together your analysis cohesively. For instance:
“In summary, this graph indicates a growing prevalence of diabetes over the past decade, with significant changes around the mid-2010s. This demonstrates the epidemic facing the UK with increasing rates of cardiovascular and metabolic diseases.”
By following this structure, you can provide a clear, coherent, and comprehensive analysis of the data in MMI data interpretation stations.
Remember, the key is to be both methodical in your approach and succinct in your delivery, ensuring that your analysis is easy to follow and understand.
How to make my answer brilliant
- Show Signposting & Structure Out Loud
MMIs reward clarity under pressure. Good candidates analyse the graph; excellent candidates make their thinking easy to follow.
You can say:
“I’ll structure my answer by first identifying the type of data, then summarising key trends, highlighting specific data points, and finally offering possible interpretations.”
This shows control and organisation — exactly what they look for in KMMS interviews. - Prioritise Accuracy but Avoid Over-Interpretation
KMMS values candidates who are careful and scientific. You impress them by:
using cautious language (“may suggest”, “could indicate”, “a possible explanation is…”)
avoiding assumptions (“we cannot determine X from this data alone”)
This shows you think like a safe clinician.
Example:
“Although the trend suggests a possible correlation between obesity rates and diabetes prevalence, the data here does not confirm causation.”
Many candidates forget this and over-speculate — you won’t. - Bring in NHS-Relevant Context (Gold Standard for KMMS)
KMMS interviews often test how well you understand real NHS challenges.
You can link trends to:
NHS prevention strategies (e.g., NHS Health Checks, obesity campaigns)
socioeconomic inequalities
health literacy
workforce pressures
population ageing
Example:
“If this data reflects an ageing population, the NHS may face increased pressure on long-term condition management, requiring stronger preventative measures and community-based services.”
This elevates your answer from “I see numbers” → “I understand health systems”. - Add ‘Clinical Relevance’ Without Going Off Topic
After interpreting the data, briefly mention why the pattern matters clinically.
Examples:
“An increase in cases might require earlier screening.”
“Fluctuations could affect service planning or bed capacity.”
“Understanding trends helps target public health interventions.”
This shows you’re not just handling data — you understand medicine. - Demonstrate High-Level Critical Thinking
Stand out by adding a limitations and assumptions section (short but impactful!).
You can say:
“One limitation is that we don’t know the sample size or whether this data is local or national. Without this, generalisability is unclear.”
Or:
“Seasonal or demographic differences may affect results, but this is not shown.”
Most applicants never do this — examiners love it. - Show Awareness of Alternative Explanations
A strong candidate gives multiple possible causes, not just one.
For example:
“The increase could be due to lifestyle changes, but it might also reflect improved detection or broader diagnostic criteria.”
This shows nuance, not guesswork. - Keep Your Language Concise, Precise, and Professional
MMI assessors look for:
calm thinking
clear expression
good pacing
non-rambling answers
You can elevate your delivery by avoiding phrases like “umm… maybe like…” and use structured, professional language.
Example transition phrases:
“A notable increase occurs between…”
“A potential factor contributing to this trend is…”
“This may have significant implications for…”
These subtle language improvements make you sound more mature and confident.
⭐ Putting It All Together: A High-Scoring Template
Use this for any KMMS data-handling station:
- Signpost Approach
“First, I’ll identify the data type, then summarise the trends, highlight key points, interpret possible causes, and outline any limitations.” - Identify Data Type & Axes
“This is a bar chart showing… The x-axis represents… The y-axis shows…” - General Overview
“Overall, the trend appears to…” - Specific Observations
“Between 2018 and 2020, values increase from X to Y. A peak occurs in…” - Interpretation & NHS Context
“This may relate to… Another possible explanation is…
Clinically, this would mean…
For the NHS, it may impact…” - Limitations & Alternative Explanations
“This data does not show…
We also cannot assume…” - Strong Conclusion
“In summary, the data suggests… though further information would be needed to fully understand the underlying causes.”
⭐ What Makes an MMI Interviewer Think “This Is a Great Candidate”?
You’re structured.
You’re calm.
You don’t over-interpret.
You link data to real clinical and NHS implications.
You show maturity by considering limitations.
You communicate clearly.
This combination is what lifts you from good to excellent.
Problem analysis example scenariosm
✅ Problem-Analysis Practice Questions (MMI)
1. Resource Allocation
Your hospital has a limited number of staff during a winter pressure crisis. Two wards are understaffed: A&E and the paediatrics ward. You are asked where the staff should be sent. How would you approach this decision?
2. Ethical Dilemma: Patient Refusal
A 15-year-old with a life-threatening infection refuses treatment. Their parents want to proceed. How would you analyse this situation?
3. Public Health
Your GP practice notices a sharp increase in missed vaccination appointments among young adults. You are asked to propose solutions. What factors would you consider?
4. Professionalism
You see a medical student posting TikToks filmed inside hospital corridors. They do not show patients but still feature the clinical environment. How should the situation be handled?
5. Communication & Teamwork
A nurse on the ward raises concerns that a junior doctor consistently ignores their input about deteriorating patients. What steps should the team take?
6. Prioritisation
You are the only doctor on call. You must choose between:
an elderly patient with confusion and a suspected stroke
a stable patient awaiting discharge paperwork
a patient in pain asking for analgesia
How do you prioritise?
7. Breaking Bad News / Empathy
A patient becomes angry after their surgery is delayed because of an emergency. How would you handle the situation?
8. Data Interpretation
A graph shows rising rates of obesity in children aged 6–11 in your local area. You are asked to comment on possible causes and solutions.
9. Ethical Use of AI in Healthcare
A hospital wants to use an AI tool to help triage patients, but staff are concerned about bias. How would you evaluate whether it’s appropriate?
10. Confidentiality
You overhear a friend’s parent’s name on the hospital admissions list. Your friend asks you if their parent has been admitted. What should you consider?
TIPS problem analysis
- Frame the Problem Clearly (20–30 seconds)
Why it stands out: Most candidates jump straight into ethics. Strong candidates show they understand what the scenario is actually about.
How to stand out:
Give a succinct summary in your own words.
Identify all layers of the problem: ethical, emotional, practical, systemic.
Example standout phrase:
“At its core, this scenario is about balancing patient autonomy with their safety, but it also raises important questions about communication and the pressures of clinical environments.” - Stakeholder Prioritisation, Not Just Listing
Why it stands out: Weak candidates list stakeholders. Strong candidates explain why each matters in this case.
How to stand out:
State the stakeholder and their main concern.
Example standout phrasing:
“The patient’s perspective is central, as their wellbeing and values guide any decision.
Their parents are secondary stakeholders, influenced by both emotion and responsibility.
The clinical team must ensure decisions remain safe and ethically justified.” - Ethical Principles with Insight, Not Recitation
Why it stands out: Every candidate name-drops the four pillars. Excellent candidates apply them meaningfully.
How to stand out:
Use phrases like:
“Autonomy is important, but in this situation it may be limited by questions about capacity.”
“Beneficence requires us to consider not just immediate treatment, but long-term wellbeing.”
“Justice reminds us to consider fairness, especially when resources are finite.” - Explore Options Thoughtfully (The “Balanced View”)
Why it stands out: A standout candidate acknowledges grey areas, not just a right answer.
Use this 3-step option analysis:
Option
Pros
Risks/Limitations
Example standout phrasing:
“One option is to proceed with treatment despite the patient’s refusal. While this may prevent immediate harm, it risks damaging trust and could undermine their future engagement with healthcare.” - Justify Your Decision with Principles + Practicality
Why it stands out: Assessors care how you reached your decision, not just the decision itself.
How to stand out:
Connect ethics + practicality + patient-centred thinking.
Example standout phrasing:
“Given these considerations, the most proportionate and ethical approach is to first assess Gillick competence, as this respects autonomy while ensuring safety. If the young person lacks capacity, treatment should aim to maximise benefit with minimal harm, involving the MDT and the family transparently.” - Add Reflection and Broader Insight (This is the differentiator)
Why it stands out: Few candidates do this. It shows maturity, empathy, and awareness of systems.
Reflection could include:
How to improve communication
How teamwork could prevent the issue
Long-term systemic fixes
How a doctor grows from such cases
Example standout phrasing:
“Going forward, this scenario highlights how vital early, compassionate communication is in preventing conflict. It also reinforces the importance of ensuring young people feel heard in healthcare environments.”
⭐ Bonus Techniques That Make an Answer Really Stand Out - Use structured signposting
“There are three key issues here…”
“I’d like to consider this from both an ethical and a practical angle…” - Keep a calm, reflective tone
Assessors value emotional intelligence more than speed. - Show humanity
“It’s important to acknowledge the emotional weight this situation carries for both the patient and their family.” - End with a confident, composed finish
“In summary, my approach is guided by patient-centred care, safety, and fairness.”
🎤 Want to practise?
If you give me one of the practice questions you liked, I can:
Create a model standout answer,
Give you phrases to memorise,
And then give you a mock station with timed feedback.
Just choose a question!
How to actually structure an answer for problem analysis
- Begin with empathy.
- Define.
- Analyse- stakeholders, contributing factors
- Options (pros, cons, etc and do step five after each one)
- Evaluate.
- Conclusion and future implications.
GENERAL TIPS:
⭐️ BRING IN REAL LIFE SCENARIOS
⭐️ SIGNPOST STRUCTURE
-I’ll start by defining the problem…
Next, I’ll look at what’s contributing to it…
Then I’ll explore some options…”
⭐️ USE THE TERM PROPORTIONATE
- BEGIN WITH EMPATHY
“I want to acknowledge this is likely very stressful for the patient/their family/the staff.” therefore sensitive communication and handling of the scenario is key.
- DEFINE
- The main issue here is ____.
- This is a complex dilemma involving ____.
- OPTIONAL: There are also related concerns involving ____ and ____.
- E.G.
- The core issue is that the hospital is experiencing a winter-pressure staffing shortage, and a decision must be made about whether limited staff should be directed to A&E or the paediatrics ward.
This is essentially a question of patient safety, urgency, and fair allocation of scarce resources. - The key issue is that a 15-year-old with a life-threatening infection is refusing treatment, while their parents want to go ahead.
This creates an ethical tension between respecting a young person’s autonomy and ensuring their safety, especially when the situation is time-critical.
- ANALYSE
- The key people affected are ____.
- Go into more detail about each stakeholder, and why they should be prioritised.
- outline contributing factors to the decision which are not explicitly stated in the question, e.g. (communication errors, stress, capacity, safety, resource limits)
- E.G.
- The main stakeholders are the patients in A&E, the children on the paediatrics ward, and the staff working under high pressure.
A&E typically deals with acute, unpredictable emergencies which may carry significant risk if delays occur. Conversely, the paediatrics ward cares for a vulnerable population — children — who often require close monitoring and specialised support.
Contributing factors may include the current patient load on each ward, the severity of cases, staff skill-mix, and any safeguarding concerns.” - The main stakeholders are the young person, whose views and understanding must be taken seriously; the parents, who hold responsibility for their child’s welfare; and the clinical team, who have a professional duty to act in the patient’s best interests and prevent harm.
Important contributing factors include the young person’s level of understanding, emotional state, whether they have the capacity to make this decision, the urgency of the infection, and legal frameworks around minors’ consent.
- OPTIONS — What could we do?
- One option is to ____.
- A second possibility is ____.
- A third approach could be ____.”
E.G.
- One option is to send the additional staff to A&E to support emergency cases.
A second option is to send them to paediatrics to ensure safe care for children and prevent deterioration.
A third approach might involve temporarily redistributing staff across both wards based on skill-mix, or using senior clinicians to supervise both areas while redirecting lower-acuity patients if appropriate - One option is to respect the young person’s refusal if they are judged competent to make this decision.
A second option is to proceed with treatment in their best interests if they lack the capacity to fully understand the consequences.
A third option is to spend more time exploring their concerns, offering clear explanations, and attempting to reach a shared decision before taking more serious legal or ethical steps
- EVALUATE- do this throughout step four after each one.
- One benefit of taking this approach is… (safety, respect, fairness)
- One disadvantage of taking this approach is… (medical ethics, risks, delay, distress, resource issues)
- furthermore this is practical/impractical because… (is this doable in the NHS?)
E.g.
- Sending staff to A&E would help manage high-risk emergencies and reduce waiting times, but it may leave the paediatrics ward stretched, placing vulnerable children at risk.
Prioritising paediatrics protects a vulnerable group and prevents safeguarding issues, but it could compromise emergency care where rapid intervention is often critical.
A flexible or shared redistribution might be the most balanced, but its feasibility would depend on staff skillsets and how safe it is to move people between wards - Respecting the young person’s refusal supports autonomy and builds trust, but it may expose them to significant clinical risk if their decision is based on fear or misunderstanding.
Proceeding with treatment despite their refusal protects them from immediate harm, but risks damaging the therapeutic relationship and raises ethical concerns unless lack of capacity is clearly demonstrated.
Taking time to explore their worries could help them make an informed choice, but this may not be fully feasible if the infection is rapidly worsening and urgent action is needed
- CONCLUSION
- Overall, the most appropriate course of action is…… and why (balances safety, fairness, and respect for the patient’s values)
- I would implement this by communicating openly with those involved with support from a multidisciplinary team
- Overall, this scenario highlights the importance of early communication, collaborative decision-making, and maintaining patient trust even in difficult circumstances etc.
E.G.
- Overall, I would prioritise the option that best protects immediate patient safety. Given that A&E deals with time-critical emergencies, it is generally proportionate to allocate staff there first, provided that the paediatrics ward remains safely staffed for its clinical needs.
I would work with senior nurses and managers to review patient acuity in real time, ensure both wards remain above minimum safe staffing levels, and communicate clearly with the teams about the reasons for the decision.
This situation also highlights the importance of proactive planning, staff wellbeing support, and long-term strategies to reduce winter-pressure crises. - Overall, the most appropriate action is to first assess the young person’s decision-making capacity, using a Gillick competence framework. If they fully understand the nature, risks, and consequences of refusing treatment, their views must be taken seriously.
However, if they are not competent — or if delaying treatment would put them at significant risk of harm — then acting in their best interests is ethically and professionally justified, ideally with the support of parents and senior clinicians.
Throughout, I would ensure clear, compassionate communication, involve the wider team as needed, document the reasoning carefully, and reflect on how this could be handled sensitively to maintain trust.
- END WITH: Finally, I would consider what preventative measures or system improvements could reduce the likelihood of this issue arising again. (If appropriate).
Example practice questions for situational judgement
🌟 Situational Judgement Practice Questions
⭐️ Patient Safety / Clinical Responsibility
You notice a fellow student about to perform a procedure incorrectly. What do you do?
A nurse asks you to give a medication, but you are not authorised. How do you respond?
You see a patient fall in the ward. You are alone. What is your immediate action?
A patient seems confused and you suspect they’ve received the wrong drug. What do you do?
⭐️ Professionalism / Boundaries
A patient asks you for your personal phone number. How do you respond?
A friend posts a patient’s X-ray online without consent. What do you do?
A colleague makes an inappropriate joke about a patient in the staff room. How would you react?
You are asked to cover for a colleague by signing off a task you didn’t perform. What do you do?
⭐️ Communication / Teamwork
A patient refuses a treatment that is critical for their survival. How do you handle this?
You are in a team where a disagreement arises about patient management. How do you respond?
A parent is upset because their child’s appointment was delayed. How do you approach the situation?
A senior doctor gives instructions you don’t understand. What is your approach?
⭐️ Ethical / Moral Dilemmas
You are asked to witness a consent form for a procedure you think the patient does not fully understand. What do you do?
You suspect a colleague is under the influence at work. How would you act?
A patient asks you to lie to their family about their prognosis. What do you do?
You notice that a colleague is not maintaining confidentiality properly. How do you handle it?
⭐️Prioritisation / Judgement
Two patients require urgent attention, but you can only help one immediately. How do you decide?
You are the only student in a ward during a busy shift. Several nurses ask for your help at once. How do you prioritise?
You notice a minor mistake that does not pose immediate harm. Do you escalate it or wait?
You are on a night shift and a patient deteriorates while another requires routine monitoring. How do you act?
How would I actually structure an answer for situational judgement?
- Who are the stakeholders and patient safety?
- Certain actions I could take and consequences, as well as actions I shouldn’t take- link smoothly with GMC principles and medical ethics
- What course of action to actually take- link smoothly with GMC principles and medical ethics
- Other considerations.
- Conclusion.
General advice
⭐️ signpost
- WHO ARE STAKEHOLDERS + PATIENT SAFETY
- This is a complex scenario with many stakeholders- e.g. individual directly involved, patients, reputation of the hospital, etc. - CERTAIN ACTIONS I COULD TAKE AND CONSEQUENCES AND ACTIONS I COULD TAKE BUT SHOULDN’T AND WHY
- Always begin with the ‘do nothing’ approach but outline why this is wrong, linking it to the particular scenario.
- consider what’s best for different stakeholders when weighing up options, ALWAYS PRIORITISE PATIENT
- Think about immediate versus delayed responses to a scenario - WHAT COURSE OF ACTION TO ACTUALLY TAKE
- Considered many options, need to evaluate which is best
- Different ways to do this: - GMC PRINCIPLES, WE HAVE LEARNED ON ANOTHER FLASHCARD.
- PILLARS OF MEDICAL ETHICS, WE HAVE LEARNED ON ANOTHER FLASHCARD
- Link to the specific scenario - OTHER CONSIDERATIONS
- ROLE WITHIN HOSPITAL/ SCOPE OF RESPONSIBILITY- actual issue may be nothing to do with you, however you do have a duty to protect patients (e.g. someone might say I’m not the one who made the mistake. It’s not my responsibility. I would disagree with this etc)
- IS IT A REPEATED INCIDENT/ PROFESSIONAL RELATIONSHIP WITH THE INDIVIDUAL- try and begin with the least escalatory response possible, but if it’s repeated issue, you have a duty to escalate it
- E.g. As a _____ (medical student) in this situation, I would handle the situation as well as I could personally, but I would maintain professional boundaries not hesitate to reach out to more senior colleagues if necessary. REINFORCE THE IMPORTANCE OF PATIENT SAFETY - CONCLUSION
- After evaluating options, come to the best possible conclusion, outline further steps if this doesn’t go smoothly
- Make sure the conclusion prioritises patient safety and aligns with the GMC
- can also link to further steps, e.g. Prevention of a similar issue arising in the future and a write up perhaps?
Give some example questions for the role-play at KMMS
✅ 20 Realistic MMI Role-Play Scenarios (KMMS-style)
1. The upset patient
You must speak to a patient who is frustrated because they’ve been waiting over an hour and feel ignored.
2. The distressed friend
You’re confronted by a friend who has started drinking heavily to cope with stress and denies there’s a problem.
3. Breaking bad news (non-medical)
You need to tell a flatmate that you accidentally damaged something expensive of theirs.
4. Witnessed dishonesty
A colleague in your part-time job has been taking money from the till. They ask you to keep it quiet.
5. Team conflict
A group project member is not contributing, and the rest of the team is frustrated. You need to address it constructively.
6. Cultural misunderstanding
A patient (or peer) becomes offended because they feel you’ve disrespected their cultural or religious beliefs.
7. Boundary-setting
A peer keeps asking you for your notes even though they consistently do not contribute to shared work.
8. Giving feedback
Your job is to give constructive, sensitive feedback to a peer whose presentation was disorganised and hard to follow.
9. Receiving feedback
An actor plays someone giving you critical feedback about your behaviour or performance — you must respond professionally.
10. Speaking to an anxious patient
You must calm and support someone who is extremely anxious about an upcoming procedure.
11. Confidentiality dilemma
A friend tells you they’re thinking of dropping out of school due to depression, but begs you not to tell anyone.
12. A patient refusing treatment
A patient refuses a necessary test because they fear the risks. You must explore concerns and support shared decision-making.
13. Handling an angry relative
A patient’s relative is upset and feels the care provided has not been good enough.
14. When you’ve made a mistake
You must apologise after giving incorrect information to a customer / supervisor / peer.
15. Supporting someone who failed
A friend is devastated after being rejected from their university choice and is questioning their self-worth.
16. A professionalism breach
You see another student speaking rudely to a staff member. The staff then asks you what happened.
17. Encouraging a patient with low health literacy
Explain a simple health concept (e.g., importance of completing antibiotics) to someone who is confused and overwhelmed.
18. Dealing with a difficult supervisor
A supervisor criticises your work harshly and unfairly. You must respond professionally and seek clarity.
19. The reluctant team member
You’re put in charge of a small volunteer group; one volunteer refuses to follow instructions.
20. Discussing a sensitive topic
A younger sibling or peer confides in you about unsafe sexual behaviour and asks for advice.
ROELPLAY MNENMOCNIC + general structure
P – Centre yourself
R – Warm intro + partnership
I – Open questions + listen
M – Name/validate emotions
E – Clarify & explore
S – Collaboratively plan
T – Summarise next steps
A – Encouragement/support
R – Brief reflection
More detailed structure
🔶 P — Prepare (Micro-second reset)
Before you speak:
Breathe once
Open posture
Neutral expression
“Enter” the scenario intentionally
🔷 R — Rapport (Warm Greeting & Introductions)
“Hi, I’m ___. Thank you for speaking with me today.”
PEARLS statements (Pick 1):
Partnership: “Let’s work through this together.”
Empathy: “I can hear how difficult this is.”
Apology (if needed): “I’m sorry you’ve had this experience.”
Respect: “I really admire you for bringing this up.”
🔶 I — Investigate (Open Questions + Deep Listening)
Use the 3 Golden Openers:
“Could you tell me what’s been happening from your perspective?”
“What concerns you most right now?”
“How has this been affecting you?”
NOTE- Actively listen and do not interrupt
🔷 M — Mirror (Emotion Labelling + Validation)
Use the Emotion Ladder:
“It sounds like you’re feeling ___.”
“I can completely understand why that feels ___.”
“Thank you for sharing that with me.”
🔶 E — Explore (Clarify, Boundaries, Perspectives)
“Just to make sure I understand you correctly…”
“What would an ideal outcome look like for you?”
“Can I check if there’s anything else you want me to know?”
🔷 S — Solve (Collaborative Problem-Solving)
“There are a couple of directions we could go — would you like to hear them?”
Then co-create a plan:
Reassure
Offer strategies
Provide boundaries professionally
Give safe, ethical options
🔶 T — Tie-up (Summarise Clearly & Confidently)
Summarise using the 3-Point Tie-up:
What happened
What you both agreed
What will happen next
“Just to summarise what we’ve discussed…”
🔷 A — Affirm (Encouragement & Support)
(Reassurance + PEARLS)
“I’m really glad you shared this.”
“You’ve handled this situation remarkably well.”
“If anything changes, I’m here to support you.”
🔶 R — Reflect (Micro-Reflection)
A one-sentence reflective takeaway:
“I’ve learnt how important it is to… and I’ll keep that in mind going forward.”
Outline 10 questions you could get in the task section of KMMS
🌟 10 PRACTICE TASK STATIONS (KMMS-style)
🟦 STATION 1 — Instruction-Following Task
You are given a set of simple shapes on the table (e.g., a triangle, circle, square, rectangle).
Your task: Ask the assessor for instructions and recreate the arrangement exactly as described.
Skills tested: listening, clarification, checking understanding, calmness.
🟩 STATION 2 — Teach a Simple Task
You must teach the actor how to tie a specific knot, fold a paper plane, or make a simple origami shape, using only your verbal instructions.
Skills tested: clarity, sequencing, patience, communication.
🟧 STATION 3 — Prioritisation Scenario
You are given five tasks (non-medical). Example:
Reply to a message from your manager
Help a friend who is upset
Complete coursework due tomorrow
Attend a group meeting
Return a library book
You must prioritise them and explain your reasoning.
Skills tested: logic, values, justification, staying calm.
🟨 STATION 4 — Ethical Sorting Task
You receive six cards describing different dilemmas (e.g., honesty, teamwork, fairness, responsibility, safety, confidentiality).
Your task: rank them from most to least important and explain your thought process.
Skills tested: reasoning, values-based judgement, articulation.
🟪 STATION 5 — Lego / Construction Explanation
You are shown a simple Lego model (or block structure).
You must describe it so that the actor can recreate it without seeing it.
Skills tested: detailed description, perspective-taking, clarity, checking in.
🟫 STATION 6 — Map/Route Communication Task
You are given a simple map (classroom-style).
Your task: explain a route from point A to point B using only verbal instructions.
Skills tested: spatial communication, structure, pacing.
⬜ STATION 7 — Time-Pressured Multi-step Task
You have 5 minutes to:
1️⃣ Organise a list of items into categories
2️⃣ Identify the least essential item
3️⃣ Justify your choices
4️⃣ Reflect on your organisation strategy
Skills tested: time management, organisation, reflection.
🟥 STATION 8 — “Fix the Mistake” Task
You are shown a simple sequence (e.g., numbered instructions) with clear errors/illogical steps.
Your task: identify the mistakes, explain why they matter, and suggest corrections.
Skills tested: critical thinking, communication, calm problem-solving.
🟦 STATION 9 — Team Collaboration Task
The actor has information you need to solve a simple puzzle (e.g., a pattern or sequence).
You must ask questions, gather information, and work together to complete it.
Skills tested: teamwork, shared decision-making, leadership style.
🟩 STATION 10 — Ambiguous Task with Missing Information
You’re given unclear instructions like:
“Organise these six items for efficiency.”
But there’s no definition of “efficiency.”
Your job:
Ask clarifying questions
State your assumptions
Explain your reasoning
Complete the task logically
Skills tested: initiative, dealing with ambiguity, structure.
How to generically approach a role-play situation
🌟 Quick Memory Mnemonic: C-L-A-R-E
C – Clarify → Confirm instructions and priorities
L – Logic → Plan strategically and anticipate challenges
A – Act → Execute methodically, narrating your reasoning
R – Reflect → Check, adapt, and show insight
E – Engage → Communicate clearly and collaborate
More detailed structure for the task
General tips:
- stay totally calm
- smile and be friendly, relaxed etc taking a deep breath before u speak to show calmness
- narrate throughout
- reflect aloud on choices and improvements
- own it!
- check understanding throughout
- remain positive if mess up
1️⃣ CLARIFY — Confirm & Understand
Purpose: Fully understand the task, priorities, and expectations.
- Read or listen carefully.
- Ask polite, precise questions to clarify instructions.
- Identify constraints (time, rules, resources) and confirm priorities.
Stand-out Phrases:
“Just to ensure I understand, the goal is ___, correct?”
“Would you like me to focus more on accuracy or speed?”
“Are there any particular rules I should keep in mind?”
2️⃣ LOGIC — Plan Strategically
Purpose: Break the task into manageable steps and organise your approach.
Key Actions:
- Prioritise steps logically and efficiently.
- State assumptions for ambiguous instructions.
- Consider contingencies if something doesn’t go as planned.
Stand-out Phrases:
“I’ll begin with ___, then move on to ___, and finish with ___.”
“I’m assuming ___ unless you indicate otherwise.”
“My plan is to tackle the most critical aspects first, then refine the details.”
3️⃣ ACT — Execute & Explain
Key Actions:
- Carry out steps calmly and clearly.
- Communicate reasoning as you go.
- Check in politely if interacting with an actor or assessor.
Stand-out Narration Examples:
“I’m placing this here first because it forms a stable foundation.”
“Next, I’m grouping these items due to their shared characteristics.”
“I’m checking in to make sure this approach aligns with your expectations.”
4️⃣ REFLECT — Check & Adapt
Purpose: Evaluate your work, make improvements, and show insight.
Key Actions:
- Review the task outcome for errors or improvements.
- Adjust calmly if needed.
- Reflect briefly on what worked and what could be improved.
Stand-out Phrases:
“I’ve completed the task in three main stages: ___.”
“I made small adjustments here to improve clarity and accuracy.”
“If I had more time, I would ___ to optimise the process further.”
“This exercise highlighted the importance of planning, communication, and adaptability.”
5️⃣ ENGAGE — Communicate & Collaborate
Purpose: Keep the assessor/actor involved and show interpersonal skills.
Key Actions:
- Use friendly, inclusive language throughout.
- Invite feedback or confirmation if appropriate.
- Maintain calm, professional body language.
Stand-out Phrases:
“Does this approach make sense so far?”
“Would you like me to adjust anything?”
“I’m happy to explain any step in more detail if you like.”
What are the three main categories that you could be asked about in the task station?
- PRIORITISATION
- PRACTICAL DEXTERITY
- DATA INTERPRETATION
20 common values based questions at KMMS
Professionalism & Ethics
Define professionalism in the NHS and give an example of when you demonstrated it.
Tell us about a time when you faced an ethical challenge and how you handled it.
Describe a situation where you had to take responsibility for a mistake. What did you learn?
Give an example of when you had to act with integrity, even when it was difficult.
Describe a time when you had to uphold confidentiality.
Teamwork & Collaboration
Tell us about a time you worked effectively in a team.
Describe a situation when there was conflict in a team. How did you handle it?
Give an example of when you supported a colleague or peer who was struggling.
Tell us about a time when you had to compromise or adapt your approach for the good of the team.
Describe a situation where you had to lead a group or project. How did you ensure it was successful?
Empathy & Patient-Centered Care
Give an example of when you showed empathy in a challenging situation.
Tell us about a time when you had to consider someone else’s perspective.
Describe a situation where you helped someone in need.
Give an example of how you ensured someone felt respected or valued.
Tell us about a time when you had to communicate sensitive information to someone.
Resilience & Coping with Pressure
Describe a time when you faced a setback. How did you respond?
Tell us about a situation when you had to work under pressure.
Give an example of when you had to manage competing priorities.
Describe a time when you received constructive feedback. How did you handle it?
Tell us about a situation where you had to persevere to achieve a goal.
Ten alternative value based questions which are more to do with every day life
How do you uphold integrity in your daily life?
Can you give an example of a time you had to be honest even when it was difficult?
Can you describe a time when you had to show empathy to someone in a difficult situation?
Why is empathy important for a doctor, and how have you demonstrated it?
Describe a situation where you had to resolve conflict within a team.
Give an example of when teamwork led to a positive outcome.
Tell us about a setback you experienced and how you handled it.
How do you manage stress and maintain professionalism in challenging circumstances?
Describe a time when you received constructive feedback. How did you use it to improve?
How do you ensure your actions align with the values of the NHS and GMC?
How to actually structure an answer to a values based question using the STARR approach
NOTE- whether given a real or hypothetical scenario, we can always link it to a real life example (see next card)
S – SITUATION
- outline the context of the scene and describe it in detail
T – Task
- Explain your role or responsibility in the situation.
- Show that you recognized the ethical/professional challenge.
E.g.
“It was my responsibility to ensure patients were as comfortable as possible and raise any concerns they had with a member of staff who could assist them if I couldn’t solve the problem myself. This is important in my opinion as it makes patients feel heard and helps and they have an active role in their treatment, as well as strengthening trust between the patient and members of staff.”
A – Action (show initiative, values, and reasoning)
- Describe the incident, action or scenario
- Highlight how values impacted situation: integrity, empathy, teamwork, communication.
R – Result (highlight tangible, positive outcomes)
- outline how the situation was resolved and SHOW THE INDIVIDUAL impact of your actions
- describe observable change if possible
- keep the result positive but realistic
R – Reflection (show insight and forward-thinking)
- Reflect on how your values impacted the situation, and why it matters in medicine
- What you’ve learnt
- Explicitly tie to NHS/GMC principles: patient-centered care, professionalism, integrity, teamwork.
Example phrasing:
“This experience reinforced for me see incredible importance of patient centred, holistic care. If we didn’t recognise the individual before the treatment he required he wouldn’t have engaged with it. this aligns with the values of the GMC. whilst the situation initially felt difficult, I think it’s important to organise these things do happen in medicine, and the best we can do as doctors to prepare for them so we can deal with them as well as possible.
Tips:
Use phrases like “I have carried this forward…,” “I now recognize…,” “This will guide me as a doctor…”
How to approach a question, for example ‘how do you uphold integrity in your everyday life’
- It seems vague but LINK TO REAL LIFE EXPERIENCES
- E.g.
- Integrity has always been a central value to me, and the emphasis placed on it in the GMC is one of the reasons I was drawn towards medicine
- I first learned what integrity was when I was seven years old, at taekwondo as one of the core tenants….
- Since then I’ve tried to upload it in my everyday life
- one example is through my emphasis on personal best……
- being honest with myself and others regarding improvements……. E.g. In this situation, I behaved like this, upon reflection, I could have done this…..
- This is important to me as personal growth is a huge part of being a doctor
- Standing up for what I believe in
- respect for everyone
- etc…
Describe what is meant by the GMC, the BMA and the NHS and how they interact with each other
