Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine (MD) Medicine InterviewFormat, Questions & Prep Tips

Why NSU Patel specifically — what aspects of this college's community health mission and interprofessional campus align with your goals?

Reference the DO/MD/pharmacy/dental co-location, South Florida's diverse population, and the college's primary care focus. Avoid generic prestige answers.

A Spanish-speaking patient refuses a recommended procedure, and no interpreter is immediately available. You have some conversational Spanish. How do you proceed?

Address informed consent requirements, professional interpreter standards, patient autonomy, and the risks of using untrained interpreters. Reflect South Florida's multilingual context.

You are working in a student-run free clinic with a pharmacy student and a dental student. The pharmacy student disagrees with the attending physician's medication recommendation. How do you handle this?

Interprofessional teamwork is central to NSU. Show respect for all professional perspectives, patient safety framing, and constructive escalation processes.

Describe a clinical or community health experience where you encountered significant socioeconomic or cultural barriers to care. What did it teach you?

Be specific and reflective. Admissions values applicants who can articulate structural barriers, not just individual patient challenges.

A pharmaceutical company offers to fund the medical school's simulation centre in exchange for delivering two lectures per year on their products. Should the school accept?

Discuss academic independence, conflicts of interest, transparency obligations, student education quality, and institutional integrity.

A fellow student in your cohort frequently dominates small-group sessions and dismisses others' contributions. How do you respond?

Interpersonal competency in collaborative learning environments. Balance group effectiveness with peer support and constructive feedback strategies.

Should undocumented immigrants have access to non-emergency healthcare funded by state Medicaid programmes? How would you approach this as a physician?

Relevant to Florida and South Florida specifically. Address public health, ethical obligations to patients, fiscal realities, and your role as an individual clinician vs. policy advocate.

Why primary care rather than a subspecialty — and how do you respond to family or colleagues who suggest subspecialty medicine is a better career choice?

NSU has a primary care mission; show genuine conviction. Address workforce needs, continuity of care, and community impact without dismissing subspecialty contributions.

What does interprofessional education mean to you, and how have you engaged with health professions students outside of medicine?

NSU's campus-wide health sciences model makes this question highly school-specific. Reference any shadowing, volunteering, or collaborative experiences with nurses, pharmacists, or allied health professionals.

A patient you are treating in the free clinic returns repeatedly without following through on the referrals you provide. How do you understand this, and what do you do?

Social determinants of health, non-judgmental care, trust-building in underserved populations, and the limits of the referral model in resource-constrained settings.

Role-play: You are a medical student volunteering at NSU's student-run free clinic. The actor is an uninsured patient who has just learned they will need an expensive specialist referral they cannot afford, and they are frustrated and ready to leave. Begin the conversation.

Lead with empathy and acknowledge the frustration before problem-solving. Explore sliding-scale options, patient assistance programmes, and the safety-net resources of South Florida rather than reciting medical facts. The actor will escalate if you ignore their emotion.

An interviewer shows you a chart: in NSU's catchment area, only 38% of adults with diagnosed hypertension have it controlled, and control rates are 20 points lower among Spanish-preferring patients. Interpret this and propose what a primary-care-focused school like NSU could do.

Distinguish prevalence from control; avoid over-reading a single statistic. Connect the language gap to interpreter access and health literacy, and propose interventions (community health workers, multilingual materials) consistent with NSU's interprofessional, primary-care mission.

An optometry student on your interprofessional team explains a treatment plan to a shared patient using terminology the patient clearly does not follow. The patient nods but is visibly confused. How do you intervene without undermining your colleague?

Model the teach-back method and re-frame your colleague's plan in plain language while preserving their standing. NSU's co-located health-sciences campus makes respectful interprofessional communication a core competency.

NSU integrates simulation and interprofessional case-based learning. Describe how you learn most effectively and give an example of a time you had to master material with limited formal instruction.

Reference concrete self-directed or team-based learning experiences. Show self-awareness about your study habits and how they will translate to NSU's integrated, collaborative curriculum.

A patient in the free clinic asks you, a medical student, not to document their cannabis use in the chart because they fear it will affect their immigration case. How do you respond?

Address accurate documentation, confidentiality protections, the separation of clinical records from immigration enforcement, and honest patient communication. Reflect South Florida's immigrant patient context without overpromising what you cannot control.