Brighton & Sussex (BSMS) Medicine Interview

Why medicine, and why BSMS?

Reference the joint Sussex/Brighton model, the spiral curriculum, the early clinical contact, the diverse Sussex patient population, and BSMS's widening-participation ethos. Avoid generic "I like Brighton" answers.

BSMS is a joint medical school across two universities. How will you adapt to that structure?

Reflect on the practical implications — splitting time between campuses, integrating with two student bodies, accessing resources from both institutions. Show you have thought about it as a feature, not a bug.

How would you explain a new diagnosis of Type 2 diabetes to a patient who is anxious?

Acknowledge anxiety. Use plain language. Avoid scary statistics. Discuss what they can do (diet, exercise, monitoring) rather than just what could go wrong. Check understanding.

A patient with capacity refuses life-saving treatment. What do you do?

Autonomy is paramount once capacity is established. Provide clear information. Explore reasons. Document. Involve the wider team. Don't coerce. Reference GMC Good Medical Practice.

Sussex has some of the highest health inequalities in the South East — both deprived coastal areas and affluent inland areas. What can a doctor do about it?

Discuss the social determinants of health. Mention prevention, advocacy, outreach, working in underserved areas, and the broader role of doctors in public health. BSMS values applicants who see medicine systemically.

(Possible station) A patient is upset that they have been waiting for 2 hours in A&E. Speak to them.

Acknowledge and apologise briefly. Listen to the specific concern (pain, anxiety, missed work, childcare). Offer a realistic update. Don't blame the system or colleagues.

Tell me about a time you worked with someone you found difficult.

STAR framework. Focus on managing the relationship productively. Reflect on what you learned about collaboration, not on who was right.

What concerns you most about a career in medicine?

Workload, burnout, emotional weight, the NHS workforce crisis. Show informed self-awareness and coping strategies. Don't pretend medicine is uniformly positive.

Should the NHS prioritise patients from underserved communities for certain treatments?

Engage with equity arguments. Discuss the difference between equality and equity. Reference BSMS's catchment area context. Acknowledge implementation complexities.

Describe a meaningful experience that shaped your decision to study medicine.

Pick one moment to go deep on. Reflect on what shifted in your thinking, not just what you observed. Avoid clichés about "wanting to help people".

(Possible station) Here is a chart showing life expectancy by ward across Sussex. What does it show, and what are the implications?

Describe what you see before interpreting. Note correlations with deprivation. Discuss the role of medicine, public health and structural change. Avoid sweeping generalisations.

A friend asks you to give them medical advice over text. What do you do?

Decline informal clinical advice. You're not qualified, you can't examine them, and informal advice undermines safe practice. Encourage them to see a GP. Reference GMC guidance on professional boundaries.

Tell me about a time you received critical feedback. How did you respond?

Genuine example. Focus on how you processed the feedback and what you changed. BSMS values reflective practice.

What attracts you to BSMS's widening-participation ethos?

Be authentic. Reflect on your own context, or on why you value access to medicine being broader. Discuss BMBS Foundation Year and contextual offers as part of the wider commitment.

Why are early clinical placements valuable in medical training?

Early patient contact builds communication confidence, contextualises science teaching, and helps applicants test whether medicine is really for them. Reference BSMS's spiral curriculum.