Free practice questions for the Anglia Ruskin (ARU) medicine interview, with the interview format taken from the university's own admissions pages.
Anglia Ruskin runs an in person MMI of six stations, each seven minutes, with reading time outside every station. Some stations use actors. Each station is scored on quality of answer, the skills and qualities you show and communication, each out of five, so 15 marks a station and 90 in total. The whole process takes about an hour. Offers are made purely on MMI ranking, so nothing before the day can carry you. For 2027 entry, Medicine interviews run 7 to 11 December 2026 and 7 to 13 January 2027 at the School of Medicine in Chelmsford, with Medicine with Gateway Year interviews on 14 January 2027.
Original MedicHut practice questions. Real interviews may differ.
A career in medicine is often described as a 'vocation'.
1. What does the word 'vocation' mean to you in the context of medicine?
2. Beyond a desire to help people, what are your core motivations for pursuing this career?
3. How will these motivations sustain you through the challenges of medical school and beyond?
Follow-up: Many rewarding careers help people. Why not nursing, or physiotherapy?
Imagine you are a newly qualified doctor, ten years from now, working in a busy General Practice.
1. Describe what a typical day might look like for you.
2. What aspects of this day do you think you will find most rewarding?
3. What aspects do you anticipate will be the most challenging?
Follow-up: You have described a very demanding day. What will you do to ensure you maintain a healthy work-life balance?
Think about the doctors you have observed, either in person or through your research.
1. What is one specific quality you have seen in a doctor that you most admire and wish to emulate?
2. Describe the situation where you observed this quality.
3. How will you work to develop this quality in yourself during medical school?
Follow-up: What about a quality you have observed in a doctor that you would actively avoid? Why?
The path to becoming a doctor is long and requires significant personal sacrifice.
1. What do you believe will be the biggest personal sacrifice you will have to make to study medicine?
2. How have you prepared yourself for this?
3. What support systems do you have in place to help you manage this sacrifice?
Follow-up: A friend says they are not applying for medicine because they want to 'have a life' in their twenties. How would you respond?
Anglia Ruskin’s medical school in Chelmsford has a strong focus on community and primary care.
1. Why does this particular focus appeal to you?
2. How has your work experience or personal research informed your interest in primary care?
3. How do you think this focus will shape you as a future doctor compared to a more traditional, hospital-based course?
Follow-up: Some might argue that focusing on community care so early limits exposure to specialised hospital medicine. What are your thoughts on this?
Our medical school is one of the newest in the UK, based on our Chelmsford campus.
1. What do you see as the main advantages of studying at a new and developing medical school?
2. What potential challenges might arise from being part of a newer programme?
3. How would your personal qualities help you to thrive in this dynamic environment?
Follow-up: How would you contribute to shaping the culture and community of a new medical school?
You will be studying in Chelmsford, Essex. This is not a large metropolitan city like London or Manchester.
1. What aspects of living and studying in a smaller city like Chelmsford are attractive to you?
2. How does the local health landscape of Essex and the East of England align with your learning goals?
3. How do you plan to get involved with the local community outside of your medical studies?
Follow-up: What would you do if you found the social opportunities in a smaller city were not meeting your expectations?
Our MMI process is designed to select students based on more than just academic grades. We value specific skills and attributes.
1. Looking at the Anglia Ruskin medical school website, what personal attributes do we emphasise?
2. Choose one of these attributes and provide a specific example of how you have demonstrated it.
3. Why is this attribute particularly important for a doctor working in the NHS today?
Follow-up: If you could add one more attribute to our selection criteria, what would it be and why?
Describe a specific interaction you observed between a healthcare professional and a patient that had a significant impact on you.
1. What was the situation and who was involved?
2. What did the healthcare professional do or say that made the interaction effective or ineffective?
3. What did you learn about the importance of communication in patient care from this single observation?
Follow-up: If the interaction was ineffective, what would you have done differently in that situation?
Much of a doctor's work takes place away from the patient, for example, doing administrative tasks, attending meetings, and teaching.
1. From your experience or research, what is an example of a non-clinical duty a doctor performs?
2. Why is this aspect of the job just as important as direct patient contact?
3. How do you feel your own skills would suit these non-clinical responsibilities?
Follow-up: How would you manage your time effectively to balance clinical work with these other essential duties?
Think about the most challenging or stressful situation you witnessed during your work or volunteering experience.
1. Briefly describe the situation.
2. How did the healthcare team manage the situation and the stress involved?
3. What did this teach you about resilience in a healthcare setting?
Follow-up: What strategies do you personally use to manage stress in your own life?
Not all patient outcomes are positive. Reflect on a time you saw a patient or their family receive difficult news.
1. What was the context of the situation?
2. What did you observe about how the healthcare professional handled the conversation?
3. What did this experience teach you about the role of empathy and honesty in medicine?
Follow-up: How do you prepare to be the person who has to deliver that kind of news in the future?
Describe a time when you had to work with someone whose personality was very different from your own.
1. What was the situation and what made your personalities different?
2. How did you adapt your own behaviour to ensure a positive and productive working relationship?
3. What did you learn about yourself from this experience?
Follow-up: Imagine you are on a clinical placement and you clash with your assigned partner. What steps would you take?
Integrity is a core value in medicine. Can you tell us about a time you had to demonstrate integrity?
1. What was the situation?
2. What choice did you have to make, and why was it difficult?
3. What were the consequences of your actions?
Follow-up: What would you do if you witnessed a fellow medical student cheating on an exam?
A career in medicine requires a great deal of self-motivation and independent study.
1. Provide an example of a long-term project you undertook that required significant self-discipline.
2. What methods did you use to stay motivated and on track?
3. How will you apply these methods to the demands of the medical curriculum?
Follow-up: What would you do if you found yourself falling behind in your studies despite your best efforts?
Empathy is the ability to understand and share the feelings of another.
1. Tell us about a time you demonstrated empathy towards someone.
2. Why can it sometimes be difficult to be empathetic?
3. Why is empathy a crucial skill for a doctor, particularly in a community setting?
Follow-up: Is it possible for a doctor to be too empathetic? What are the risks of this?
You are part of a study group working on a presentation. One member of the group is not contributing, despite reminders. The deadline is approaching.
1. How would you approach the non-contributing group member?
2. What factors would you consider before speaking with them?
3. If their lack of contribution continues, what are your next steps to ensure the group succeeds?
Follow-up: The group member tells you they are not contributing because they are having a personal crisis. How does this change your approach?
Describe a time you took on a leadership role within a team.
1. What was the context and what was your role?
2. What was the biggest challenge you faced as a leader?
3. What is the most important lesson you learned about effective leadership?
Follow-up: Do you believe leaders are born or made? Explain your reasoning.
In medicine, you are often a member of a team rather than its leader.
1. Describe a time you were part of a team but not in a leadership position.
2. What did you do to be an effective and supportive team member?
3. Why is being a good 'follower' as important as being a good leader in healthcare?
Follow-up: What would you do if you disagreed with a decision made by your team leader?
You are on a clinical ward as a medical student. You notice a nurse on the ward seems stressed and overworked, and they make a sharp comment to you.
1. How would you react in the immediate moment?
2. What could you do to support the wider team in this situation?
3. Why is it important for all members of a multidisciplinary team, including students, to look out for each other's wellbeing?
Follow-up: Later, you see the same nurse make what you believe is a minor error in a patient's drug chart. What do you do?
Your task: You are a volunteer at a local community health fair. A person (the actor) approaches your stand. Their goal is to explain to them what Body Mass Index (BMI) is, why it is measured, and what the different categories mean. You should use simple, non-judgemental language.
Actor brief: You are a 45-year-old office worker. You are curious about health but find medical terms confusing and intimidating. You are a little sensitive about your weight. You should ask questions like, 'So is it just about being fat?', 'I've heard it's not very accurate, is that true?', and 'What if I am in a high category?'. Be receptive to a kind and clear explanation but become defensive if the student uses jargon or seems judgemental.
Your task: You are a medical student on placement in a GP surgery. Your supervising GP has asked you to speak to a patient (the actor) who has missed their last two appointments for their annual diabetes review. Your goal is to understand why they have not been attending and gently encourage them to rebook.
Actor brief: You are a 68-year-old patient with Type 2 diabetes. You have missed your appointments because you are your wife's primary carer, and she has dementia which is getting worse. You find it very difficult to leave her. You are tired and feel overwhelmed. You haven't told the surgery this. Initially, be dismissive ('I've just been busy'), but if the student is empathetic and asks open questions, reveal the real reason.
Your task: You are speaking to a friend (the actor) who is a fellow first-year university student. They tell you they are feeling very stressed and overwhelmed with the workload. They have started missing lectures and are thinking about dropping out. Your aim is to listen to their concerns, show support, and suggest potential sources of help.
Actor brief: You are a first-year student. You feel like everyone else is coping except you. You are worried and embarrassed. You believe dropping out is your only option. You are initially reluctant to talk about it. You are looking for a friend to listen, not to solve all your problems for you. React negatively if the student is dismissive ('Just cheer up!') or lectures you. React positively to empathy and practical, gentle suggestions like talking to a personal tutor.
Your task: You are a medical student on a GP placement. A patient (the actor) comes in who has read an article in a magazine about a new 'miracle cure' for joint pain. They are demanding a prescription for it. Your supervising GP has told you this 'cure' is unproven and potentially harmful. Your task is to explain this to the patient without being dismissive of their hopes.
Actor brief: You are 65 and have had severe arthritis for years. You are in constant pain and have tried all the standard treatments with little success. You are clinging to the hope that this new 'cure' will work. You bring a magazine cutting. You become angry and feel dismissed if the student just says 'no'. You will be more receptive if they acknowledge your pain, explain the importance of evidence-based medicine clearly, and discuss other ways to manage your symptoms.
Your task: You are taking part in a communication exercise. You must explain to the interviewer, who is playing the role of a 10-year-old child, how a vaccine works. Use an analogy and simple language. After your explanation, ask them questions to check their understanding.
Actor brief: The interviewer will adopt the persona of a curious but easily distracted 10-year-old. They will ask simple questions like 'Does the needle have medicine in it?', 'So you get a little bit sick to stop you getting very sick?', 'Will it hurt?'.
Your task: You are a second-year medical student. You are talking to a sixth-form student (the actor) at a university open day. They are interested in medicine but are worried they are 'not smart enough'. Your role is to offer them advice and encouragement about applying to medicine, based on your own (hypothetical) experiences.
Actor brief: You are a 17-year-old student. Your grades are good but not perfect. You lack confidence and are intimidated by medicine. You are worried about the workload and the stress. Ask questions like 'Is it really hard?', 'What if I don't get straight A*s?', 'What's the hardest part about being a medical student?'.
Your task: You are a medical student working on a group project. You need to speak to a fellow group member (the actor) who is very dominant in discussions, often talking over others and dismissing their ideas. You need to address this behaviour constructively so the team can work together more effectively.
Actor brief: You are a confident and high-achieving student. You believe your ideas are the best and you want the group to get a high mark. You are not intentionally trying to be rude, you are just very driven and a little lacking in self-awareness. Initially, be defensive when challenged ('I'm just trying to get us a good grade'). You will respond well to a calm, non-accusatory approach that uses 'I' statements (e.g., 'I feel like my ideas aren't being heard') rather than 'you' statements ('You are too bossy').
A 15-year-old comes to a GP appointment alone and asks for contraception. She asks that her parents are not told.
1. What ethical principles are involved here?
2. How would the GP assess whether she understands enough to consent (Gillick competence), and how do the Fraser guidelines apply to contraception?
3. When might the GP need to share information without her consent, for example because of a safeguarding concern?
Follow-up: A parent later phones the practice and asks whether their daughter attended. How should the practice respond without sharing confidential information?
A patient with a terminal illness has a DNACPR decision in their notes (do not attempt CPR). Their relatives are very distressed and ask the team to 'do everything' if the patient's heart stops.
1. How should the clinical team talk with the family?
2. What does a DNACPR decision mean, and what does it not mean?
3. How should the team check the patient's own wishes and the records?
Follow-up: The relatives think DNACPR means all other treatment will stop. How would you explain that it does not?
The family threatens to complain. Should this change the team's decision?
A new, very expensive drug has been approved that can extend the life of patients with a rare form of cancer by an average of six months. The NHS trust has a limited budget and funding this drug would mean cutting funding for other services, such as community physiotherapy.
1. What are the main ethical considerations for the NHS trust?
2. How would you explain the decision to a patient with this cancer if the trust decides not to fund the drug?
3. Is it fair to make decisions about healthcare based on cost?
Follow-up: A newspaper runs a story about a specific patient being 'denied a life-saving drug'. How should the NHS respond to this kind of media pressure?
You are a medical student on a ward round. The consultant leading the round is discussing a patient's confidential details in a loud voice in a public corridor where other patients and visitors can overhear.
1. What are your immediate thoughts and concerns in this situation?
2. What, if anything, would you do in the moment?
3. What steps could you take after the ward round to address what you witnessed?
Follow-up: Another medical student tells you to 'just ignore it' because 'it's not our place' and you might get in trouble. How do you respond to your peer?
An unconscious patient needs an emergency blood transfusion after a road accident. Staff find a card in their wallet saying they decline blood products for religious reasons. The team has not yet verified whether this is a valid, applicable advance decision to refuse this treatment.
1. What should the senior clinical team establish urgently before deciding how to proceed?
2. How do respect for a patient’s wishes and the duty to prevent harm interact here?
3. How should the team communicate with distressed relatives without treating them as automatically authorised to overrule the patient?
Follow-up: How would your approach change if the patient were a child and a parent refused a potentially life-saving transfusion?
The NHS is increasingly employing Physician Associates (PAs) to work alongside doctors in multidisciplinary teams.
1. From your understanding, what is the role of a Physician Associate?
2. What are the potential benefits of this role to the NHS and to patients?
3. What are some of the current controversies or concerns surrounding the expansion of the PA role?
Follow-up: A patient says to you, 'I want to see a proper doctor, not a Physician Associate.' How would you respond in a way that respects both the patient and your colleague?
The UK has an ageing population with increasingly complex health needs, often involving multiple chronic conditions.
1. What challenges does this demographic shift pose for the NHS, particularly for general practice?
2. What kind of skills will doctors of the future need to effectively care for this patient group?
3. How can the NHS shift its focus from treating illness to promoting healthy ageing?
Follow-up: Some people argue that resources should be focused on the young, not the elderly. What is your view on this?
There is a growing emphasis on preventative medicine and public health initiatives within the NHS.
1. What is the difference between treating individual patients and public health medicine?
2. Give an example of a successful public health initiative in the UK.
3. Why is investing in prevention a good long-term strategy for the NHS?
Follow-up: A patient who smokes tells you, 'It's my life, I know the risks, you have no right to tell me to stop.' How do you approach this conversation?
The founding principles of the NHS are that it is free at the point of use, available to everyone, and based on clinical need, not ability to pay.
1. Choose one of these principles and explain why it is important to you.
2. What is the biggest threat to this principle in the current healthcare climate?
3. How can doctors act as advocates for these core principles?
Follow-up: Should the NHS charge patients for missed appointments to reduce waste? Discuss the pros and cons.
The rise of 'Dr. Google' and health information on the internet has changed how patients interact with healthcare.
1. What are the main benefits for patients having access to this information?
2. What are the potential dangers or problems it can cause for patients and doctors?
3. How should a doctor respond to a patient who comes to a consultation with a large amount of internet research?
Follow-up: How might Artificial Intelligence (AI) change the way medicine is practised in the next 20 years?
Medicine requires lifelong learning and the ability to grasp complex scientific concepts.
1. Describe a specific scientific topic from your A-levels or degree that you initially found difficult.
2. What practical steps did you take to overcome this difficulty and master the topic?
3. How will you apply this learning process to the fast-paced curriculum at medical school?
Follow-up: What would you do if a particular teaching style at medical school did not suit your way of learning?
Evidence-based medicine is the cornerstone of modern clinical practice.
1. In your own words, what is evidence-based medicine?
2. Why is it important that doctors base their decisions on scientific evidence rather than just personal experience?
3. Can you think of any potential limitations of relying purely on evidence-based medicine?
Follow-up: How would you explain the concept of a randomised controlled trial to a patient?
Imagine you are asked to prepare a short presentation for your peers on a scientific topic you know nothing about. You have 24 hours.
1. What would be your first step?
2. How would you structure your learning and ensure the information you find is reliable?
3. How would you prepare to answer questions from your peers after the presentation?
Follow-up: During your presentation, a fellow student points out a significant error in your explanation. How do you react?
Not all medical advancements come from doctors. Many come from scientists in other fields like biology, chemistry, and engineering.
1. Give an example of a non-medical scientific discovery that has had a major impact on healthcare.
2. Why is it important for doctors to have a broad understanding of scientific principles beyond just human biology?
3. How do you maintain your curiosity for science outside of your required studies?
Follow-up: Do you think all doctors should be required to participate in research? Why or why not?
You are a junior doctor on call for a GP surgery. You have three telephone messages to respond to. Prioritise them and justify your order.
Message 1: A 25-year-old with a known nut allergy who thinks they may have accidentally eaten a biscuit containing nuts. They feel their throat is 'a bit itchy'.
Message 2: An 80-year-old man whose daughter has called. He has had diarrhoea and vomiting for 24 hours and seems more confused than usual.
Message 3: A 40-year-old who has had a cough for three weeks and wants to discuss it.
1. In what order would you call these patients back (1st, 2nd, 3rd)?
2. Justify your reasoning for your first choice.
3. Justify your reasoning for your last choice.
Follow-up: As you are about to call your first choice, a receptionist runs in to say a patient in the waiting room has just fainted. What do you do now?
A new screening test is proposed for 'Condition X'. You are given the following practice figures:
- The condition affects 1 in 1,000 people.
- The test correctly identifies 95% of people with the condition (95% sensitivity).
- The test correctly identifies 90% of people without the condition (90% specificity).
1. If 10,000 people are tested, approximately how many people would test positive?
You do not need to give an exact number; explain how you would estimate it.
2. Of the people who test positive, will the majority actually have the disease? Explain why or why not.
3. What are the potential harms of introducing a screening test like this to the general population?
Follow-up: How would you explain a 'false positive' result to an anxious patient?
You are trying to organise a weekly study session for a group of five medical students, including yourself. You have been given their availability.
- Student A can't do Mondays.
- Student B can only do Tuesday or Wednesday afternoons.
- Student C can do any day except Friday.
- Student D is free all day Monday and Thursday, but not other days.
- You are free on Monday, Wednesday, and Friday mornings.
1. Is there a time when you can all meet?
2. Explain your logical process for working this out.
3. If no time works, what is your proposed solution to ensure the group can still study together?
Follow-up: Student B now says they can only do Tuesday afternoon. How does this change the situation and what is your plan?
A local GP practice is running a campaign to increase uptake of the flu vaccine. At the end of the campaign, they review the data (practice figures):
- Last year, 40% of eligible patients received the vaccine.
- This year, after the campaign, 60% of eligible patients received the vaccine.
1. The practice manager declares the campaign a huge success. What questions would you ask about the data before agreeing with this conclusion?
2. What other factors, apart from the campaign, could explain this increase?
3. What other information would you want to collect to measure the success of the campaign more accurately?
Follow-up: How would you design a simple campaign to encourage students at your university to get the flu vaccine?
You are given a graph showing a correlation between ice cream sales and the number of drowning incidents over a year. There is a strong positive correlation: as ice cream sales increase, so do drownings.
1. Does this mean that eating ice cream causes people to drown? Explain your reasoning.
2. What is a more likely explanation for this observed correlation?
3. Why is it important for doctors to understand the difference between correlation and causation when reading medical research?
Follow-up: Can you give another example, medical or otherwise, of a correlation that does not imply causation?
Tell us about a time you received constructive criticism that was difficult to hear.
1. What was the context, and what was the criticism?
2. How did you react in the moment?
3. What did you do afterwards as a result of this feedback, and what was the outcome?
Follow-up: Why do you think some people find it so hard to accept criticism, even when it is well-intentioned?
Reflect on a time when you were under a significant amount of pressure to meet a deadline or achieve a goal.
1. Describe the situation and the source of the pressure.
2. What were the most challenging aspects of this experience for you personally?
3. What did you learn about how you perform under pressure?
Follow-up: Medical school and a career in medicine are full of high-pressure situations. How do you know you will be able to cope with this long-term?
Think about a time you failed at something important to you.
1. What was the situation and what was the failure?
2. How did you deal with the initial feeling of disappointment?
3. What did you learn from this failure that you have since applied in your life?
Follow-up: Do you think it is important for doctors to be able to admit when they have failed? Why?
Describe the proudest achievement of your life so far. It does not have to be academic.
1. What was the achievement and what did you do?
2. What obstacles did you have to overcome to achieve it?
3. What personal qualities did you develop or demonstrate through this experience?
Follow-up: How will the skills you used to achieve this help you in medical school?
Anglia Ruskin uses this format for medicine: MMI circuit. There are 6 stations, each about 7 minutes. Interviews are held in person.
Interview timing for Anglia Ruskin: 7 to 11 December 2026 and 7 to 13 January 2027 at Chelmsford; Medicine with Gateway Year interviews 14 January 2027. Always check the university's own admissions pages for this year's dates.
Anglia Ruskin assesses: Communication and empathy, Teamwork and leadership, Preparation and motivation, Critical thinking, Ethical reasoning, Integrity.
No. They are 50 original MedicHut practice questions, written to match Anglia Ruskin's published interview format. Universities do not share their real questions, so your interview may differ.
Answer each question out loud with the timer on, then note what you would change. When you feel ready, a mock interview with a trained MedicHut interviewer gives you personal feedback.
Anglia Ruskin medical school guide: entry requirements and interview advice
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