Medical and Dental Interviews Assessed Criteria and Preparation

Medical and dental interview preparation should begin before an interview offer arrives. Although interviewers may put you at ease, the interview is a purposeful, in-depth assessment of your suitability and readiness for medical or dental school. It goes well beyond a casual chat: you need to demonstrate how you communicate, reason, reflect and respond to other people.

Depending on your entry pathway, you may already have worked towards a competitive ATAR, International Baccalaureate (IB) result or university GPA, and completed the UCAT ANZ, GAMSAT, Casper or psychometric assessments. Reaching the interview stage is a significant achievement. Where an interview forms part of selection, your performance can be a crucial deciding factor in whether you receive a place.

Give this stage the attention it deserves. Starting early allows time to strengthen your communication, understand your chosen profession and develop thoughtful examples from your experiences. Year 11 can be a useful starting point for this gradual development, while graduates can begin during their university studies or working life.

By NIE Careers | Research checked: 25 September 2026

Why should you start interview preparation before receiving an offer?

Good interview responses depend on skills that develop through experience and reflection. It takes practice to explain an unfamiliar issue clearly, consider another perspective and respond constructively to a challenging follow-up question. Leaving everything until your invitation arrives can make that preparation unnecessarily rushed.

For school students, early preparation can begin with everyday opportunities: contributing to a team, taking responsibility, speaking with different people and reflecting on setbacks. These experiences help build a stronger personal profile when you can explain what you did, what you learned and how your understanding changed.

• Develop communication over time: practise listening carefully, organising your thoughts and speaking clearly.
• Explore the career: learn about the responsibilities, rewards and difficulties of medical or dental practice.
• Build meaningful experiences: engage consistently in activities that fit your interests and circumstances.
• Reflect on your progress: identify strengths, weaknesses and examples of acting on feedback.
• Become familiar with assessment: practise responding to unfamiliar questions within a time limit.

You do not need to become a school captain, collect awards or arrange expensive overseas volunteering to have worthwhile examples. Part-time work, family responsibilities, sport, community involvement and ordinary school or university projects can all provide useful material. What matters in your response is the relevance of the example and the depth of your reflection.

Early preparation should fit around academic study, wellbeing and other commitments. It does not mean years of intensive coaching. If your interview is already approaching, focus on the most relevant skills now and use feedback to guide your remaining practice.

Medical interview assessment criteria: what do medical schools assess?

Medical school interviews assess personal qualities, reasoning and readiness for medical training alongside the academic and admissions-test measures used in selection. Published criteria vary, but recurring themes include communication, empathy, ethical judgement, motivation, teamwork and reflection.

The medical interview checklist below combines published admissions themes with practical preparation advice. It is not a universal marking rubric, and each university may assess a different combination of qualities.

1. Communication and interpersonal skills

• Answer the question directly, explain your reasoning and keep your response easy to follow.
• Listen without interrupting, acknowledge questions and adapt your explanation when someone does not understand.
• Use respectful language and an appropriate pace and tone, including when discussing disagreement or distress.

2. Empathy and understanding other perspectives

• Recognise how a situation might affect the feelings, choices and priorities of different people.
• Ask what you would need to understand before making assumptions about someone.
• Respond supportively while recognising boundaries and when further help is needed.

3. Ethical reasoning, integrity and accountability

• Identify competing responsibilities, affected people and possible harms in a scenario.
• Consider honesty, fairness, privacy, respect for individual choices and responsibility for mistakes.
• Explain a proportionate course of action, including seeking guidance when the situation exceeds your role.

4. Motivation for medicine and understanding the role of a doctor

• Explain why you want to study medicine and which experiences informed that decision.
• Show a realistic understanding of medical training, the responsibilities of a doctor, collaboration with other health professionals and ongoing learning.
• Discuss why the particular course suits your interests, using accurate knowledge of its curriculum and priorities.

5. Critical thinking, problem solving and decision making

• Separate known facts from assumptions and identify information that is missing.
• Compare reasonable options and consider the likely consequences for those involved.
• Reach a justified decision while remaining willing to change your view when new information emerges.

6. Teamwork, collaboration and conflict resolution

• Explain how you contributed to a shared goal and recognised the contributions of others.
• Describe how you approached disagreement, uneven workloads or a team member needing support.
• Demonstrate that effective leadership includes listening, sharing responsibility and knowing when to follow.

7. Self-awareness, reflection and learning from feedback

• Identify a genuine area for improvement and what you are doing about it.
• Describe a mistake or setback without blaming others or disguising a strength as a weakness.
• Explain how feedback changed your approach and what you would do differently next time.

8. Resilience, organisation and readiness for study

• Discuss how you manage competing commitments and respond when plans change.
• Recognise when to seek help, use support networks and adjust unrealistic expectations.
• Explain how you learn independently and maintain sustainable study and personal routines.

9. Cultural awareness and respectful engagement

• Consider how culture, language, identity and previous experiences can shape interactions with health services.
• Reflect on your own assumptions and approach unfamiliar perspectives with curiosity and respect.
• Develop an informed understanding of Aboriginal and Torres Strait Islander health, including the importance of listening to communities and recognising the effects of racism and barriers to care.

10. Rural, regional and remote health

• Explore how distance, transport, workforce shortages and continuity of care can affect access.
• Understand why some medical schools have a particular commitment to rural communities.
• Discuss your experiences and interests honestly without inventing a commitment to rural practice.

11. Social responsibility, advocacy and health promotion

• Consider how income, education, housing and access to services can influence health opportunities.
• Think about prevention, fairness and the needs of people who experience disadvantage.
• Practise discussing community issues with balance, recognising that resources and proposed solutions have limitations.

12. Professionalism and evidence-informed thinking

• Be honest about your experience, knowledge and limitations.
• Distinguish reliable information from opinion and explain how you would investigate an unfamiliar claim.
• Demonstrate respect, reliability and responsibility, including appropriate behaviour in group and online settings.

Published medical school interview criteria: university examples

The following examples summarise published medical interview assessment areas. They are not complete scoring sheets.

• Monash University, direct and graduate entry medicine: advocacy, working with others, critical thinking, empathy, ethical reasoning, motivation and resilience.
• Adelaide University, domestic medicine: communication, problem solving, teamwork, empathy, honesty, cultural awareness, motivation and preparation for the program.
• University of Western Australia, medicine: accountability, ethical judgement, communication, management, problem solving, awareness of self, collaboration, resolving conflict, empathy and resilience.
• Deakin University, medicine: published areas may include communication, rural practice, evidence-informed thinking, independent learning, teamwork, motivation, social justice, professionalism, use of resources and health promotion.
• Flinders University, graduate entry medicine: motivation, approach to learning, communication, concern for others and decision making.
• University of Newcastle and University of New England Joint Medical Program: communication and interpersonal abilities, motivation, decision making under uncertainty and suitability for the learning environment.
• University of Queensland, medicine: its interviewer information identifies communication, teamwork, empathy and integrity among the qualities assessed.
• University of Wollongong, medicine: communication, empathy, ethics, reflection, collaboration and decision making, with attention to rural communities and Aboriginal and Torres Strait Islander health.
• Charles Darwin University, medicine: published interview information explicitly addresses empathy with patients and working effectively in an interprofessional clinical team.

For an example of the original guidance, see the Monash medicine entry requirements and interview criteria.

Some medical schools publish broad statements about suitability rather than a detailed list of assessed qualities. Always check the current requirements for your course, entry pathway and applicant category.

Dental interview assessment criteria: what do dental schools assess?

Dental school interviews assess many of the same qualities as medical interviews, including communication, empathy, ethical reasoning, teamwork, problem solving and reflection. Dental applicants should also be able to explain their interest in dentistry and their understanding of oral health, patient relationships and the practical demands of the profession.

The dental interview checklist below combines published assessment themes with practical ways to prepare. It applies where an interview forms part of your entry pathway; individual universities set their own criteria and do not necessarily assess every area listed.

1. Communication and interpersonal skills

• Explain your ideas clearly, listen carefully and adapt your language to the person you are speaking with.
• Practise explaining an unfamiliar everyday task in simple steps, checking understanding without sounding impatient or patronising.

2. Empathy and sensitivity to patient concerns

• Consider how anxiety, embarrassment, previous experiences or uncertainty might influence someone seeking dental care.
• Show how you would listen, acknowledge concerns and avoid making assumptions about personal circumstances or oral health.

3. Ethical judgement, integrity and professionalism

• Prepare to discuss honesty, privacy, fairness, patient preferences and responsibility for mistakes.
• Explain how you would respond to a concern within your role, including recognising your limits and seeking appropriate guidance.

4. Motivation for dentistry and understanding dental practice

• Explain why dentistry appeals to you, supported by experiences, conversations, observation or independent research.
• Discuss the combination of patient contact, prevention, practical work, continuing care and ongoing learning involved in the profession.
• Understand the particular dental course and explain why its approach interests you.

5. Problem solving and decision making

• Identify the main issue in a scenario, distinguish facts from assumptions and consider what further information is needed.
• Compare possible responses and explain a balanced decision that considers the people affected. You do not need to invent clinical expertise to demonstrate sound reasoning.

6. Teamwork, collaboration and resolving disagreement

• Use examples showing how you shared responsibility, supported others or helped a group resolve a problem.
• Understand that dental practice involves working with other team members and respecting their different responsibilities and contributions.

7. Self-reflection and responding to feedback

• Discuss a mistake, challenge or piece of feedback and explain what changed in your approach afterwards.
• Identify strengths and areas for development honestly, linking your examples to your readiness to learn in dental school.

8. Cultural awareness and respectful care

• Consider how language, culture, personal circumstances and previous experiences can affect communication and trust.
• Develop a respectful understanding of Aboriginal and Torres Strait Islander oral health and the importance of listening to communities without relying on stereotypes.

9. Oral health inequalities and rural dental practice

• Explore how cost, distance, workforce availability and access to services can affect oral health care.
• Where a course emphasises rural and regional dentistry, understand its purpose and discuss your interest and experiences honestly.

10. Readiness for dental school and managing challenges

• Explain how you organise your time, maintain attention to detail and respond when a task requires repeated practice.
• Reflect on how you seek help, use feedback and balance demanding study with personal wellbeing.

11. Prevention, patient education and community awareness

• Understand that dentistry includes helping people maintain oral health as well as treating problems.
• Practise discussing how information can be communicated respectfully, recognising that people face different opportunities and barriers.

12. Manual dexterity and spatial awareness, where specified

• If these skills appear in the published selection requirements, consider relevant examples from practical activities and follow the instructions for any specified assessment.
• Do not assume that every dental interview includes a hands-on dexterity test. Discuss your experience accurately without claiming abilities you have not developed.

Published dental school interview criteria: university examples

• Griffith University: communication, empathy, ethics, reflection, problem solving, teamwork and decision making.
• Adelaide University, domestic dentistry: communication, problem solving, teamwork, empathy, integrity, cultural awareness, motivation and preparation for the program.
• Charles Sturt University: UAC describes communication, motivation for dentistry, commitment to rural and regional practice, problem solving, decision making and spatial awareness.
• University of Western Australia: its dental admissions guidance describes interviews assessing personal qualities relevant to health care, with domestic MMI arrangements for school-leaver and graduate applicants.

For an example of the original guidance, see the Griffith dental interview assessment criteria. Prepare for the criteria and interview arrangements published for your own dental course and pathway.

Does every medical or dental course require an interview?

No. Interview requirements depend on the course and pathway. For example, Flinders states that an interview is not required for its domestic Bachelor of Clinical Sciences/Doctor of Medicine entry route, while its graduate entry MD has an interview. UQ states that its graduate entry Doctor of Dental Medicine does not require an interview.

Sydney also distinguishes between its school-leaver assessment processes and graduate entry pathways. Its standard domestic graduate selection should not be described as a universal MMI process: interviews can apply to particular streams, facilitated entry schemes or additional selection circumstances. An interview invitation is also not a course offer, and academic or other conditions may still need to be met.

MMI, structured and semi-structured interview formats

These terms describe different aspects of an interview. A panel describes the group of interviewers; structured or semi-structured describes how questions are organised; an MMI describes a series of shorter assessments. Any of these may be delivered online or in person.

Multiple Mini Interview (MMI)

An MMI uses several short stations or sections, each with a question, scenario or task. In a live circuit, you typically meet different assessors. Some universities instead use recorded MMI responses that are assessed later.

• Practise identifying the main issue quickly and answering within the allocated time.
• Prepare for changes of topic and different question types across stations.
• Reset after each station so that one difficult response does not distract you from the next.

Station numbers, reading time and response time vary. Do not assume that practice timings or the arrangements at one university apply everywhere.

Structured panel interviews

In a structured interview, assessors use a planned framework of questions and assessment criteria. A panel usually involves several interviewers assessing you during the same session. The conversation may feel welcoming while remaining a formal assessment.

• Stay focused on the question and make your reasoning clear to the whole panel.
• Use relevant examples rather than listing achievements without explanation.
• Maintain attention and consistency across a longer discussion.

UNSW describes its medicine interviews as structured and conducted by two interviewers. CDU describes a panel using standardised questions and a marking rubric.

Semi-structured panel interviews

A semi-structured interview combines a planned set of topics or questions with scope for clarification and follow-up. Flinders uses this description for its graduate entry medicine interview. You need to explain your views and adapt naturally as the discussion develops.

• Be ready to explain why you acted a certain way and what alternatives you considered.
• Listen for the specific follow-up rather than repeating your first answer.
• Acknowledge uncertainty and reconsider a position when the interviewer introduces new information.

Group interviews and additional assessment tasks

Some entry processes also include group discussion or written work. For example, Sydney publishes a group interview and written assessment for its Bachelor of Science/Doctor of Medicine selection process. Read the instructions for every part of your assessment.

• Contribute relevant ideas while giving other people space to speak.
• Build on useful contributions and disagree respectfully.
• For written tasks, organise your response clearly and answer the question within the time available.

Face-to-face, live online and recorded interviews

Face-to-face interviews

In-person assessment requires you to attend the specified location. Practise speaking with unfamiliar people, entering a station calmly and maintaining attention through the session. Plan your transport, arrival time and identification requirements in advance.

Live online interviews

A live online interview takes place in real time through a video platform. It may be a panel interview or an MMI. Practise with your camera and microphone, allow for a slight audio delay and choose a quiet, private space.

• Check the approved device, browser, internet connection and platform instructions.
• Confirm the interview time zone and any daylight saving difference.
• Know how to contact admissions if a technical problem occurs.

Recorded or asynchronous interviews

In a recorded interview, you respond to prompts without a live interviewer participating at that moment. Your responses are reviewed later. Griffith publishes a recorded online assessment process, and Notre Dame describes a recorded online MMI for its GEMSAS pathways.

• Practise giving a complete response without relying on follow-up prompts.
• Become comfortable with preparation periods, countdowns and speaking to a camera.
• Check rules for recording attempts, practice questions, notes and completing the assessment in one sitting.

Follow the rules in your invitation for every delivery mode, including confidentiality and any restrictions on notes, recording, outside assistance or AI tools. Contact the university early if you need an accessibility adjustment.

What medical and dental interview questions should you practise?

The following are original practice prompts aligned with broad preparation themes. They are not recalled university questions or predictions of what you will be asked.

• Motivation: What have you learned about medicine or dentistry that makes it the right profession for you?
• Career understanding: Which aspect of the profession do you expect to find difficult, and why?
• Reflection: Describe feedback that changed the way you approached a task.
• Teamwork: What would you do if a team member repeatedly missed an agreed deadline?
• Integrity: You notice a peer taking credit for work they did not complete. How would you respond?
• Empathy: Someone is reluctant to ask for help because they feel embarrassed. How would you approach the conversation?
• Rural health: What difficulties might a remote community face when accessing ongoing health care?
• Dentistry: How has learning about prevention and patient communication influenced your interest in dental practice?

For a personal example, briefly explain the situation, your actions, the outcome and what you learned. For a scenario, identify the issue, consider the people affected, weigh reasonable options and explain your next step. Use these as flexible guides rather than a script for every answer.

How to prepare for a medical or dental interview

1. Check your pathway: confirm whether an interview applies and which format, delivery mode and criteria are published.
2. Review your experiences: identify honest examples of responsibility, teamwork, learning, disagreement and supporting others.
3. Research the profession and course: understand the learning environment, community priorities and practical demands.
4. Practise aloud: work with unfamiliar prompts and vary the timing and topic.
5. Seek useful feedback: ask whether your answer was relevant, balanced, clear and supported by a specific example.
6. Apply the feedback: revisit weak areas and practise again with a different question.
7. Rehearse the assessment conditions: practise the relevant panel, MMI, group or recorded format and check the logistics.

Avoid memorising model answers, inventing experiences or forcing the same story into every question. Effective preparation should help you express your own judgement and experiences with greater clarity.

Frequently asked questions

When should I start preparing for medical or dental interviews?

Begin building communication, reflection and career understanding before interview invitations are released. Year 11 can be a useful time for school students to start gradually. More focused practice should follow the published requirements of your chosen courses and fit around your study and wellbeing.

What is the difference between an MMI and a panel interview?

An MMI uses several short assessment stations or sections. A panel interview involves a group of interviewers assessing you during the same session. Panel questions may be structured or semi-structured, and both panel interviews and MMIs can be delivered online or in person.

Do I need medical or dental knowledge to pass the interview?

Entry interviews commonly focus on personal qualities and reasoning rather than knowledge expected of a trained clinician. Understand the profession and relevant community issues, and follow any specific preparation guidance from the university. Do not pretend to know an answer or propose clinical action beyond your experience.

Can a high ATAR, UCAT or GAMSAT score make up for a weak interview?

You should not assume so. Universities use different combinations of academic results, admissions tests and interview performance. Some require a satisfactory interview result regardless of other scores. Meeting interview or academic thresholds does not guarantee a place.

Do I need work experience or a paid interview preparation course?

Check the requirements of each course. Relevant observation or work experience can help you understand the profession, but everyday responsibilities can also provide valuable examples. Paid coaching is optional; practice with peers, teachers or family can be useful. No preparation provider can guarantee admission or access to confidential interview questions.