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  • Reflecting on questions you’re confident answering and which ones you feel less confident responding to – focus your energy on questions you are less confident responding to.

  • Research the school(s) you are interviewing with to understand the number of stations, time between each station, time in each station, past station types and other interview conventions (if relevant).

  • Learn about your prospective field, including scope of practice, key priorities, and issues through podcasts, documentaries, articles and books.

  • Prepare stories, reflections and anecdotes related to the program competencies.

  • Familiarize yourself with question types and possible answer structures.

  • Practice according to known interview logistics. Consider practicing on your own, with a friend, family member, co-worker or a member of the Centre for Career Development team until you feel comfortable and confident.

  • Start your own practice group or join one organized through a WUSA club.

  • Attend the Professional School Interview preparation workshops and MMI simulations through Centre for Career Development.

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titleSTAR

The “STAR Approach” (Development Dimensions International, n.d.) is a useful technique for answering behaviour-based questions:

  • Situation: Provide background and context

  • Task: Describe what you needed to do

  • Action: Explain what actions you took and how you did it

  • Result: Describe the outcomes of your actions

For delivering bad news

Expand the following content for more information.

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titleSPIKES

The SPIKES model is used for delivering bad news and was developed by Robert Buckman, MD, Associate Professor of Medical Oncology, University of Toronto and modified from the original version.

  • Setting  - where you as healthcare professional sit in relation to patient/family members; create best physical circumstances.

  • Perception  - why here today: as you know we have done some tests; ask before tell to get patient’s understanding of medical situation.

  • Invitation  - how much does the patient want to know? e.g. “how would you like me to provide information about your test results?” Some prefer the big picture and some prefer every small detail; let patient ask questions.

  • Knowledge - (physician tells “bad” news: don’t tell them they have cancer immediately — use “tumour” first; did I answer your questions?

  • Empathy  - listen for and identify emotions of patient and identify cause, validate patient’s feelings and expressions, offer resources and other support.

  • Summary - summarize discussion.

(Sandrick, K.1998)

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Info

Tip: Asking questions

If there is an opportunity to ask your own questions in the interview, ask away! This is an opportunity to show your interest in the program, school and interviewers, as well as gather information to help in your decision-making.

It is recommended that you ask questions that you are genuinely interested in, that are not easy to answer elsewhere (e.g. not available online), and that create opportunities for your interviewers to talk about their perspectives or experiences.

For example: If you’re struggling with the idea of specialization, consider asking how your interviewer chose a specialty. If you’re interested in finding community on campus, consider asking how your interviewer got involved.

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