Most circuits mix these types. Each card shows what the station tests, a practice prompt written for this guide and a way in.
Motivation and insight“Why medicine rather than nursing, pharmacy or becoming a physician assistant?Why dentistry rather than medicine?”
Tests: Realistic, reflective motivation, including an honest view of the hard parts of the job.
Approach: Give two or three reasons you can back with something you did or saw, show you understand what the other roles do, and name a downside you have thought about.Give reasons rooted in what you have seen of dentistry, show you know the wider dental team (nurses, hygienists, therapists, technicians) and the mix of NHS and private care.
Sheffield lists motivation as a station theme, as Imperial did for 2026 entry.
Birmingham lists motivation for the career among the qualities its MMI assesses.
Ethics“A 15-year-old asks her GP for contraception and does not want her parents told. What should the GP weigh up?A 19-year-old asks for veneers on healthy teeth after seeing them on social media. How should the dentist respond?”
Tests: Balanced reasoning about autonomy, beneficence, non-maleficence and justice, plus consent, capacity and confidentiality. The reasoning is marked, not the verdict.
Approach: Name the principles actually in tension, consider whether she is competent to decide (Gillick competence and the Fraser guidelines), explore options, then reach a justified position.Explore why they want it, explain that the treatment cannot be undone, weigh their autonomy against the risk of harm and over-treatment, and make sure any consent is valid.
Sheffield names ethics as a station theme, as Imperial did for 2026 entry.
Valid consent is principle 3 of the GDC Standards for the Dental Team.
Role-play and communication“An upset relative has waited four hours in A&E. Calm them down and explain what happens next.A patient is terrified of injections and has come in for a filling. Talk them through it.”
Tests: Empathy, listening and clear explanation with an actor playing a patient, relative or friend.
Approach: Find out what they know and what worries them first (ideas, concerns, expectations), acknowledge the emotion, explain in plain language, and never promise what you cannot guarantee.Ask what worries them, check what they already know, agree a stop signal, explain each step in plain language, and never falsely reassure.
Nottingham includes at least one role play; for 2026 entry Imperial tested breaking bad news.
Dundee and Glasgow both include role-play stations.
Data and numeracy“A child weighing 20 kg needs 15 mg/kg of paracetamol. The suspension is 120 mg in 5 ml. What volume do you give?This table shows NHS dental courses of treatment by year. Describe the trend and suggest two reasons for it.”
Tests: Calm, systematic reasoning out loud. The method matters as much as the answer.
Approach: Say each step and keep the units: 20 × 15 = 300 mg, and 300 mg is 2.5 × 120 mg, so 2.5 × 5 ml = 12.5 ml. Then sanity-check the answer before you give it.Describe what the data shows before you explain it, give more than one possible cause, and say what extra information you would want.
Sheffield (numeracy) and Birmingham (calculation) publish this theme; Imperial set data interpretation for 2026 entry.
Teamwork and group tasks“With another candidate, agree how to spend a £10,000 charity grant, then give each other feedback.”
Tests: How you contribute, bring other people in and handle disagreement.
Approach: Make one clear contribution early, invite quieter people in, build on ideas rather than competing, and summarise what was agreed before time runs out.
Hull York's 2026-entry circuit included a group exercise, as have Kent and Medway's recent circuits; Manchester is considering replacing one station with a group task.
Reflection and your application“Tell me about a moment in your work experience or volunteering that changed how you see patients.”
Tests: What you learned from what you did or saw, not a list of placements.
Approach: Pick one specific moment: what happened, what you noticed or did, what you learned and what you now do differently. Where interviewers see your statement, expect questions on anything in it.
Sheffield has a work experience station. For 2026 entry Imperial gave your statement to the first-station interviewer; Newcastle and Sheffield interviewers never see it.
Judgement and problem-solving“You have five tasks and 20 minutes before a teaching session. Put them in order and explain why.”
Tests: Safe, justified decisions under pressure, and changing course when new information arrives.
Approach: Deal with risks to people first, say what you would delegate or escalate and to whom, and explain the trade-offs rather than just giving an order.
Sheffield lists critical thinking and dealing with difficult situations among its themes.
NHS and current issues“Should the NHS prioritise UK graduates for training posts?Why is it so hard to find an NHS dentist, and what would you change?”
Tests: A balanced, lay-level grasp of current issues and what they mean for patients.
Approach: State the issue neutrally, give the strongest points on each side, bring in the patient view, then give a reasoned opinion. The current-issues cards below give where each topic stands.
Sheffield asks about values, including those in the NHS Constitution.
Manual dexterity“Tell us about something you have made or repaired that needed precise hand control.”
Tests: Fine motor skill and composure, or evidence of them.
Approach: Have two concrete examples ready, such as an instrument, a craft, model-making or repairs, and say what they taught you. If you are given a task, talk through what you are doing and stay calm.
Birmingham lists manual dexterity among the qualities its MMI assesses; Glasgow's stations can include a practical activity.
